Category: publishing/presenting

Fall Semester 2008/Inha University English 4/Online Culture Discussion Board Introduction/Professor Ham

Follow these steps carefully and exactly.

Go online and type www.learn-english-grammar.com in your browser window.

When the web page pops up, click Register at the top. A page of English text will pop up.

Scroll down to the bottom of this page and click I Agree to these terms and am over or exactly 13 years of age.

Enter your Username in the box. It must contain the word Inha, your English class number, and your real name. For example: Inha(56)LeeCheonSoo. Remember this username exactly and write it down. This forum is case-sensitive, so remember when you use capital letters and when you use lower-case letters. If you were in a previous class with me and used this forum, you may use your old username and password, but please inform me if you do.

Enter your email address in the second box. For example: englishstudent@gmail.com.

Select a password and enter it in the third box down. Make sure to remember it. Write it down and keep it in your textbook or somewhere safe. It should be at least 8 characters long. Again, the program is case-sensitive, so be exact.

Re-enter your password in the last box.

Scroll down to the bottom and set the Time zone to GMT + 9 Hours. This is Korea’s time zone. Leave the rest of the settings alone for now. You may change or add new information to your profile later.

Click Submit at the bottom.

You will have to wait (1-2 days) for the system administrator to accept your registration and send you an email. This is a standard security measure. When you receive the email, follow the link and instructions it contains.

Click Login at the top. Retype your username and password exactly. Then click Log in to enter the site.

Congratulations! You are now a member of our online discussion board. You will be able to begin communicating with native speakers and other English learners immediately. You can now start submitting your culture discussion paragraphs for homework. To do your homework, click Discussing Culture. Browse around and read a few of the topics that interest you. For your assignment this semester, you will be asked to reply to six topics posted by other users, so please find some that interest you. Click post reply to reply to a topic that is already being discussed.

For each of your 6 posts (assignments), enter a title in the Subject box. Then type your culture discussion paragraphs in English. They should be at least 60 words long / 6 sentences, and contain interesting information about Korean and/or other cultures. Make sure to personalize your information whenever you can by talking about your own unique experiences. You should also ask questions to promote further discussion. Content is more important than accuracy; however, I would like to see proper spelling and use of capitals and punctuation. Of course you are welcome to use dictionaries or spell-checkers to assist you. Also, you can always correct mistakes later by clicking the edit button or using the Preview function before clicking Submit.

Be as creative as you like. You may upload photos, use emoticons, or provide links to other sites as well. There are many things you can do with this forum. Enjoy this discussion board and visit it often to see if one of our native speaker assistants, HUFS students, or international users has replied to your posts. Feel free to reply to other users and practice your fluency. I would like to see a lot of continuous forum use by our students.

I will check your total forum activity often and you will score points for homework completed. Remember the Online Culture Forum homework is worth 6% of your grade in your English conversation class here at Inha. You are expected to have at least 6 culture paragraphs posted in the Discussing culture forum. The deadlines are as follows:

Post #1 – (10/01-10/10)

Post #2 – (10/11-10/20)

Post #3 – (10/21-10/31)

Post #4 – (11/01-11/10)

Post #5 – (11/11-11/20)

Post #6 – (11/21- 11/30)

17. Try to post at least once every ten days so that you make the deadlines. Late posts will not be counted for credit. Again, for the purpose of assessment in this class, quality paragraphs are at least six sentences long/at least 60 words; they demonstrate original thought and proficiency, discuss a cultural topic, and ask or answer questions about culture.

18. By the way, plagiarism will not be tolerated. You must cite your sources if you use information that is not your own. If anyone plagiarizes, they will receive an automatic 0% for their entire Online Culture Forum grade. Do your best and enjoy the site. Inappropriate posts will also be deleted and not count for credit.

19. Extra posts (more than 6) are welcome, and may be counted toward extra credit for your participation score.

I bothered

A few days ago I asked if I should bother fixing some mistakes I’d made on a paper for the 2004 KOTESOL conference proceedings. Well I fixed them. It took a little time but it wasn’t hard. And I feel better now. I know my paper is abit more accurate and I’ll have one more publication on my CV…

CALL colloquium – KOTESOL 2004

Here’s my 10 minute introduction to online homework to be presented at the CALL colloquium, “CALL in context: incorporating CALL into specific curriculums in Korea”, at the 2004 international KOTESOL conference:

Online Homework

Online homework works well with Korean university students as nearly all have personal computers and all have access to university computer labs. I’ve been assigning online homework for about three years now and I just had my first student who was unable to do online homework, a woman in a continuing education class who is over 60.

1. Preteaching vocabulary

Having students do vocabulary work at home means more time for communicative activities in class. I like using the internet better than paper handouts because I can use colored pictures and students get feedback as to which answers are correct from the computer.

http://www.eslgo.com/classes/raiders/a.html

http://www.eslgo.com/classes/raiders/b.html

2. Reviewing vocabulary

Imagine you’ve given the vocabulary test, graded it, and given it back. How can you encourage students to go learn the words they missed on the test now that the assessment is over? I offer extra credit if students post a message about a word they missed on the test. On http://www.learn-english-vocabulary.com/ students can do just that. I ask them to post a message with a sentence that contains the word, the source of the sentence, an explanation of the sentence, and a definition for the word.

Usually there are several students writing about the same word. I ask them to reply to each other because if each person starts a new topic the board will be harder to use. I’d rather have one thread with 20 examples, than 20 threads with one example each. For example: http://www.learn-english-vocabulary.com/viewtopic.php?t=130

Ultimately, this could be a collective vocabulary journal. One student might collect a few example sentences for a few different words, but together our students can share hundreds of examples of thousands of words.

With lower level classes, directions will often be a major issue. It’s best to have one or two classes in the computer lab to show students what to do.

3. Extending grammar knowledge

In New Interchange 2, comparisons are studied in the context of houses and apartments. Students spend their time learning how to compare apartments, but will they be able to apply this grammar to other topics?

To help them, I’ve set up http://www.learn-english-grammar.com. Here students share example sentences that contain the grammar in question in different contexts. In this thread, my colleague’s students have posted sentences comparing the number of CDs owned by different family members, the number of home runs hit by different baseball players, the approval rates of different candidates, the popularity of different movie stars, the number of restaurants in different areas of Seoul, etc. – http://www.learn-english-grammar.com/viewtopic.php?t=360

I suggest that my students find their examples in books, newspapers, or on TV shows or web sites, but many of my colleague’s students have written their own sentences. This is great in that learners are personalizing the activity and saying something that’s important to them. However, there are lots of mistakes and it may take my colleague a while to respond to them all. He should, though, to maximize the learning potential of this task. At the very least he has students thinking about using the grammar to express ideas unrelated to houses and apartments.

As with the vocabulary message board, directions are a major issue here. It’s best to show students what you want before asking hem to do it.

4. Repeating tasks

It’s generally agreed that learners will produce more accurate language if they have some time to plan what they want to say. Martin Bygate has shown us that when completing a task for the second time students use more complex language.

I want my students to produce more complex and accurate language, but I don’t want to do the same task in class more than once. Having students discuss the topic before class on a message board gives them time to plan and since the in class activity would be their second experience expressing their ideas, we can expect more accurate and complex language to emerge during the in class activity.

I have one lesson in which students listen to a song about the death penalty and analyze the song’s arguments. Then they express their own thoughts on http://www.eslgo.com/forum/deathp/index.cgi. I read their posts, offer suggestions regarding the language and then the students discuss the issue in groups. There’s always a chance that a learner will continue discussing the topic after class with other people using the message board (the website gets up to 1000 visitors a day, but I’m not sure how many end up at he death penalty message board), but so far I haven’t seen this. I have seen, however, learners discussing other topics on the message boards with people they would never have met if I hadn’t introduced them to the message boards.

5. Authentic audiences

I once had my students writing personal anecdotes in Interactions 2, chapter 4. Of course, writing an anecdote for me isn’t very authentic when students could just tell me in person (and I did hear each person’s anecdote as they worked on them in class). I sent students to http://www.eslgo.com/forum/sayhi/index.cgi to read some messages and find pen pals in other countries. Each student took a few minutes to read the introductions and find someone interesting (each student had to choose a different person so that we wouldn’t be sending 15 emails to one person). They wrote that person an introductory email asking if that person would like to be pen pals. Only about half of the students got a response but those students at least had a more inspiring audience – an interesting person in another country – for their anecdotes.

6. Study aids

After in class activities and the accompanying teacher feedback, students are usually left on their own to prepare for tests. I’ve developed some online activities designed to give my students practice with the types of questions they’ll see on the tests. These activities are better online because students will get some feedback as to which of their answers are correct. Some examples:

http://www.eslgo.com/quizzes/grammar/past_present.html

http://www.eslgo.com/quizzes/pastsimpleirreg.html

http://www.eslgo.com/quizzes/irregpast2.html

7. Optional homework & developing independence

Optional homework is generally associated with intrapersonal intelligence and can help students become more independent. After each activity, students can be referred to a web site on a related topic. For example after doing an information gap based on tigers, I suggested that students read more about tigers on http://www.tigerfdn.com/. During a unit on movies, I suggested that students talk about movies on http://www.eslgo.com/forum/movies/index.cgi. None of my students did post a message on the forum, but at least they had the opportunity for extra practice.

CALL colloquium

One of the things keeping me busy this vacation has been organizing a CALL colloquium for the upcoming KOTESOL conference. Basically I’ve has to recruit speakers, suggest topics, and write this abstract. Writing it down like this doesn’t make it sound like a lot of work, but it was. I may not even be done – a 5th speaker would be ideal, but the would be 5th is on vacation…

CALL in context: incorporating CALL into specific curriculums in Korea

Dr Jeong-Bae Son, University of Southern Queensland

David W. Deeds, Woosong Language Institute

Christopher Douloff

James Trotta, Catholic University of Korea

For the first forty minutes of this colloquium, panel members will discuss CALL in Korea. Dr. Son will begin by outlining current issues and trends in CALL. David Deeds will then speak about his experience setting up a CALL lab at Woosong Language Institute. Christopher Douloff will then speak about evaluating CALL courseware and, lastly, James Trotta will discuss online language learning activities that he has used with his classes. The audience will be encouraged to ask questions during the second half of the colloquium. This

would be a great time to describe your teaching situation and get some

practical advice about CALL activities which could be integrated with your

curriculum.