Innovation in English Language Teacher Education
Innovation in English Language Teacher Education
Innovation in English Language Teacher Education
Teacher Education
Edited by George Pickering
and Professor Paul Gunashekar
ISBN 978-0-86355-765-1
British Council
17 Kasturba Gandhi Marg
New Delhi 110001
India
www.britishcouncil.in
Foreword
Michael Connolly 7
Introduction
Paul Gunashekar 9
Preface
George Pickering 13
THEME THREE: Technological resources for language education
The Pedagogy of Collaboration: teaching effectively within
an evolving technology landscape
Dawn Bikowski 223
Digital literacies
Nicky Hockly 232
Do online group tasks promote effective collaborative
learning experiences? Teacher perceptions
Meera Srinivas 237
Reflective feedback using video recordings in ELT
pre-service teacher training programmes
Bose Vasudevan 249
Using audio lessons for the visually impaired in inclusive
classrooms: an exploratory study
Priyank Varma and Madhavi Gayathri Raman 254
Testing reading abilities of the visually impaired using
scribes/technology
Ramraj M 261
Technology-mediated language teaching through a Kindle-based
mobile learning initiative in India: the access experience
Raashid Nehal 267
Exploring whole class to one feedback and revision using
technology in a writing classroom
Akhil Jha 275
Contributors 284
The theme of the 2014 edition of the Teacher Educators Conference was
'Innovation in English Language Teacher Education'. In the field of English language
teacher education, any innovation has to be practical. It has to meet the needs
of the teacher educators it is aimed at, but more importantly it must develop
skills and knowledge which will improve the quality of teaching in the classroom
and ultimately impact on learner outcomes. Innovation can be revolutionary and
abrupt, but more often it is part of an evolutionary process: small, forward-thinking
changes that cumulatively have a big effect.
Though I have worked for the British Council for over 13 years, and in countries
as varied as Jordan, Japan and Spain, I often tell colleagues that I had two distinct
careers: one before I arrived in India and the other one which started the moment
I landed in Delhi. When I arrived in India in 2011 I was thrown into the deep end,
developing the concept of what would become the Bihar Language Initiative
for Secondary Schools (BLISS) a teacher education project funded by the UK
Department for International Development (DfID). This has grown to be one of our
most high-profile projects, thanks to the work of local colleagues and the support
we receive from the Bihar state government and DfID. Working on BLISS, I have
not only experienced the real India first hand, with all its excitement, diversity and
challenges, but also saw from close quarters both revolutionary and evolutionary
innovation at play.
At the start of the project, fewer than 5% of our teacher educators had email
addresses. Very few had access to the Internet, mediated by clunky desktops,
expensive laptops and landline-based modems in a region with variable power
supply.
Within a short few years, our team witnessed almost every teacher educator going
online thanks to the sweeping changes brought in by the smartphone revolution
in India. Teacher educators and much of Bihars population as a whole
leapfrogged intermediate technologies and started speeding along the information
highway on their handheld devices.
This change allowed us to make a number of innovative changes to the way that
we communicated with the teacher educators. We started communicating key
project information by text message and began a Facebook group, bringing the
geographically dispersed team together in an online community. Knowledge
and information sharing became much easier. Technology also enabled us
to assess and evaluate the impact of our training more effectively as teacher
educators shared their experiences more quickly and we experimented with using
technology to collect monitoring and evaluation data.
At the same time, its important to recognise that innovation cannot be thrust
upon unwilling participants. Often, there is good reason for participants to resist
top-down initiatives, however innovative their proponents believe them to be. This
is particularly so in education. Participatory events such as this years conference
can go some way towards ensuring a feeling of ownership as the participants
construct their own knowledge and understanding of innovation as a concept, and
the potential for innovating within their own sphere of work.
The choice of the conference theme and the decisions around the relevant
sub-themes were made along with our colleagues at the English and Foreign
Languages University, Hyderabad, without whom not only this but previous editions
of the Teacher Educator Conference would not have been possible.
We have published select presentations from all three previous Teacher Educator
Conferences. However, this publication is not merely one more in a series, but part
of the British Councils ongoing and expanding work in English language policy,
research and publications, a critical area of our activity in India and worldwide.
Through this stream of our work, we work with local and international partners with
the aim of providing an evidence base for interventions and innovations that work
in language teaching and teacher education.
All our publications, including this one, are freely available for download from our
website www.britishcouncil.in/teach/resources/publications-research
I would love to hear from you and your colleagues about this volume and our other
publications.
Innovations can cover a very broad range of areas some of which may
include methods for systematic assessment of student learning, improved
teacher training, innovative pedagogies in the classroom including those
that leverage technology in the classroom, supplemental instruction for
first-generation learners, methods for improving teacher motivation and
effectiveness, and methods for leveraging resources from third parties for
improving education (Twelfth Five Year Plan Vol 3: 65).
English in India represents a wide range of use and ownership: from a foreign
language through to a second language and a first language. Consequently, the
contexts in which English is taught reflect this range and diversity, and have
implications for the teachers linguistic proficiency and professional competence.
In this regard, the National Focus Group on the Teaching of English Position Paper
(2006) envisions the route teacher education should take: Teacher education
needs to be ongoing and onsite as well as preparatory. Emphasis must be laid
on teacher proficiency in or familiarity with the language, as the teacher is
often a role model [] Proficiency and professional awareness are equally to be
promoted, the latter to be imparted where necessary through the teachers own
languages (p. 14). The National Curriculum Framework for Teacher Education
(2009) elaborates this national vision of teacher education by foregrounding five
principles that should inform the enterprise: the integrative and eclectic nature
of teacher education; its liberal, humanistic and non-didactic underpinnings; its
EFLU
Of the 39 central universities in India, EFLU is unique in its conception and
function: a university that has over two hundred faculty members across three
campuses, all of whom have specialised in different aspects of language study and
language education. From small beginnings 56 years ago as the Central Institute of
English, we have now become synonymous with Indian ELT. A key mandate of EFLU
is to train language teachers in methods and approaches appropriate to the Indian
context, and it has been in the vanguard of teacher education enterprises and
research since its founding. This is an opportunity to highlight the more innovative
work that the university has been doing in the area of teacher education and
language teaching.
The initial funding for the Central Institute of English came from the Ford
Foundation, and, notably, faculty support from the British Council in the form
of Bruton, Barron and George the big three of British ELT at the time. We are
therefore delighted that 56 years later the relationship between the university and
the British Council continues to flourish. The landmark TEC14 conference and this
ensuing publication are a celebration of the many successes in teacher education
that we have enjoyed, and a timely reminder of what remains to be done.
In Five Minds for the Future (2008), Howard Gardner indentifies innovation and
creativity as central to education. He describes the disciplined mind and the
synthesizing mind before introducing the creating mind. He says that in the future
anyone who aspires to success will need to master at least one discipline and learn
to work steadily over time to improve skill and understanding. The synthesizers
will need to be able to obtain information from disparate sources, understand
and evaluate that information objectively and put it together in ways that work for
themselves and for other persons. Using discipline and synthesis as the base, the
creating mind puts forth new ideas, poses unfamiliar questions, conjures up fresh
ways of thinking, and arrives at unexpected answers (p. 3). Happily, TEC14 brought
together a host of creating minds.
References
Gardner, Howard (2008) Five Minds for the Future. Boston, Massachusetts: Harvard
Business School Publishing.
Government of India (2012) Twelfth Five Year Plan. Available at: http://
planningcommission.gov.in/plans/planrel/12thplan/pdf/12fyp_vol3.pdf
National Curriculum Framework 2005 Position Paper: National Focus Group on the
Teaching of English (2006) New Delhi: NCERT.
National Curriculum Framework for Teacher Education (2009) New Delhi: NCTE.
This publication is born out of the ongoing shared interest and partnership of the
British Council India and the English and Foreign Languages University, Hyderabad
in exploring the key role of teacher educators in English language teaching
and learning. Previous collaboration, with the support of IATEFL (International
Association of Teachers of English as a Foreign Language) and ELTAI (English
Language Teachers Association of India), has led to three previous conferences
and publications related to teacher education issues (2011-2013).
One of the key issues confronting policy makers, academics, teacher educators
and teachers is how to plan, implement, evaluate and sustain effectively innovation
from the policy to the classroom levels. Nicholls (1983) defines innovation as an
object or practice perceived as new by an individual or individuals, which seeks to
introduce improvements in relation to the desired goals, and that is planned and
deliberate. Despite the passage of time this definition remains valid today. Edge
and Mann (2013: 5) point out that a new idea is in itself not an innovation:
Fullan (2007) and others have viewed innovating as comprising three broad
phases:
Most of the papers in these proceedings fall into the first two categories.
The Overview section presents the plenary talks which address themes that
cover more than one sub-theme of the conference including teacher research,
CPD practice and research in India and elsewhere and innovations in pre-service
INSETT. Simon Borgs paper, based on his keynote plenary talk at the conference,
examines teacher research as a strategy for professional development which
teachers can apply in their working contexts. The key questions he seeks to
address are:
1. What is teacher research?
2. What does doing teacher research involve?
3. Why is teacher research a valuable activity for English language teachers?
Rama Mathew examines the extent to which education policies support teachers
continuing professional development (CPD). She reviews some models of teacher
development that are in use in and outside India. She then revisits some of the CPD
work she has personally been involved in. Her examples help to indicate what kind
of CPD work is meaningful to teachers and what is sustainable. She believes that
an approach that creates opportunities for reflection and theorising from practice,
while continuing to learn about language teaching/learning and about teacher
development, is satisfying and sustaining.
Julian Edge and Steve Mann reflect on how successful innovations have been
in ELT in their paper entitled Innovation in the provision of pre-service education
and training for English language teachers: issues and concerns. They explore
the meaning of the notion of innovation and discuss some of the themes of their
recent book on pre-service innovations. The authors also invite us to reflect on our
role as teacher educators and whether or not we are reviewing our own practice
and location in a world of hegemony.
Theme one discusses various aspects of innovations in CPD for teacher educators
and teachers.
Andy Keedwell and Sayed Najeem review the introduction of self-access systems
in two contexts, Ethiopia and Afghanistan, where self-access and autonomy
remain unfamiliar concepts. They propose ways in which the potential obstacles to
effective implementation can be mitigated through systematic CPD and examine in
depth the rationale, design and impact of a CPD programme designed to support
all involved with self-access systems.
Elaine Boyds reflective paper is designed to help teachers identify and write
good tests. The paper describes the importance of validity, reliability and impact
and considers their relationship to ethical practice and how this impacts on the
teachers responsibility to their students.
Sruti Akula argues that explicit strategy training can be used to develop the
higher-order academic reading skills of adult learners. She reports on research in
which college students were asked to read a range of texts and guided to match
strategies with reading purposes. The learners used a variety of strategies such
as predicting, re-reading, underlining and listing key ideas to comprehend texts
at both factual and inferential levels. Susmita Pani also refers to the reading
problems that many students have at the university level, as they have very limited
experience of engaging with texts directly. The paper presents a study that was
conducted in Odisha using reciprocal teaching as a classroom procedure. The
scaffolding inherent in the procedure and later the clear role distribution involved
in reciprocal teaching ensured learner participation and appeared to make this
procedure effective.
Shree Deepa points out that tasks used in the language classroom normally
have visual inputs and that such tasks exclude blind/visually impaired students
as they do not perceive them fully. An attempt is made in this paper to explore
the possibilities of changing tasks so that the goal of inclusiveness is realised.
The study has implications for minimising the exclusion of blind/visually impaired
students and facilitating their participation in the tasks with modes that are
meaningful and useful.
Alice Udosen and Wisdom Judes study, conducted in the Akwa Ibom state of
Nigeria, sought to explore English language teacher educators knowledge of
In his paper Sanjay Arora proposes ways of defossilising the errors of ESL
learners coming from rural backgrounds in Rajasthan through using a variety of
classroom strategies. The concluding part of the paper reviews some strategies
that may work in other situations beyond the one mentioned above.
Adam Scotts paper outlines the findings and practical applications of his action
research project with ESL beginners in a language school in Brighton, UK. The
research investigated the effectiveness of teaching corpus-driven content
delivered using a lexical teaching approach and found that this resulted in faster
language acquisition and more successful interaction, enabling learners to make
quicker progress to elementary level and beyond.
Geetika Saluja presents a study carried out to implement the principles of co-
operative learning (CL) structures in the curriculum transaction of Science in
grade VIII students and to study its effect on achievement in Science as well as
any changes in communication and interpersonal skills. The results indicated that
students who studied by the CL method had a higher level of achievement than
students in the control group.
Priyank Varma and Madhavi Gayathri Raman explore the possibility of making
print materials, specifically the language textbook, more accessible to visually
impaired learners who attend mainstream classes. Three lessons from the English
textbook used by schools affiliated to the Andhra Pradesh State Board syllabus
were presented in an audio format to eleven visually impaired learners from nine
schools. Their analysis indicates that the target group performed better when
provided with the necessary support using advancements in the print media and
audio technology. Ramraj Ms paper highlights that whilst reading is a complex
and cognitively demanding process that requires chunking, visually impaired
learners have to read a text word by word whether read out by a scribe or with the
use of technology. The researcher compares the differences in the performance of
sighted and visually impaired students using three parallel reading comprehension
texts, read out by scribes and by technology, with and without numbering and
indication of answer location.
Raashid Nehal documents a pilot study project funded by the Regional English
Language Office (RELO), American Centre, New Delhi and facilitated by the
Academic Staff College of the Aligarh Muslim University as part of the Kindle Mobile
learning initiative in India. The paper is based on the use of Kindle technology by
337 young learners enrolled in four English Access Microscholarship programmes
at Aligarh, Bhubaneswar, Kochi (Aluva) and Kolkata. Akhil Jha reports on research
into developing the the writing skills of first year engineering students at the Indian
Institute of Technology, Indore. Through peer group writing, students with better
writing skills provided a scaffold for learners who did not have appropriate writing
skills. Secondly, technology was used to enable peers and the teacher to provide
opportunities for whole class feedback and revision.
It is hoped that this publication will feed into the current and growing literature on
innovation in English language teaching and teacher education in diverse contexts
(Edge & Mann 2013; Hayes 2014). Waters (2014) has recently argued for the
research agenda on innovations to include:
The editors would like to express their sincere thanks to the contributors to this
publication for conducting their innovations and for communicating them so
eloquently to others. We are very grateful that so many of the authors have agreed
to provide their email addresses so that individuals can follow up specific points
with them.
We hope that readers will find that the range of practices and perspectives
encompassed in this publication will encourage them:
The British Council and the English and Foreign Languages University, Hyderabad
welcome your responses to this publication and to the ongoing development of
research, planning, implementation and the institutionalisation of innovation in
English language teaching and English language teacher education.
References
Edge, J. and Mann, S. (Eds.) (2013)Innovations in Pre-Service Education and
Training for English Language Teachers. London: British Council.
Wedell, M. (2009) Planning for educational change: putting people and their
contexts first. London: Continuum.
Abstract
Conventional notions of teacher development are based on training models which
very often take teachers away from the classroom. This paper examines teacher
research as a strategy for professional development which teachers can apply in
their working contexts. Key questions I address are:
Introduction
Teachers spend the bulk of their time in the classroom, yet professional
development typically involves activities that occur away from the classroom,
such as workshops, lectures, courses and conferences. There is of course value
in all such activities; however, exclusive reliance on external opportunities for
professional development has several drawbacks, summarized in Table 1:
Teacher research provides an alternative to external training and in the rest of this
paper I will explain what it is and what doing it involves.
Teacher research
Teachers often react negatively to the suggestion that they can use teacher
research to support their professional development. These reactions are caused
The starting point for teacher research is a question of some kind an issue
that the teacher wants to learn more about or understand better. Although this
initial question is often driven by a problem, teacher research is not simply a
strategy for solving problems. For example, teachers may want to develop a better
understanding of something that works well. The questions that drive teacher
research will also be very practical, stemming from teachers experiences in the
classrooms. How can I integrate pair work activities into my lectures? What kind of
feedback on writing do my students prefer? How do my learners react to the use
of self-assessment? These are examples of questions teachers have investigated
using teacher research (see http://www.cambridge.org/elt/blog/2014/02/teacher-
Returning to Figure 2, once teachers have a question the next step is to act
to collect some information (or data) relevant to it. This is a central part of the
process teacher research is empirical (i.e. it relies on the collection and analysis
of data). The information that is collected needs to be analysed and evaluated,
and teachers then use the insights emerging from these processes to make
pedagogical decisions. The cyclical nature of the diagram implies that the process
is an ongoing one; this does not mean that teachers will be doing teacher research
all the time, but more generally the idea is that it is not a linear process through
which definitive solutions or answers will be discovered after one cycle of inquiry.
Figure 2 also highlights four additional processes which can enhance teacher
research:
As noted above, teachers need to collect data to help them examine the questions
they are pursuing. Various strategies for data collection are available to teachers
e.g. journal writing, surveys, drawings and photos, video, observation, interviews,
class discussions, student work, and lesson plans. One key consideration which
should influence which options teachers employ is feasibility teacher research
must be feasible, as it is an activity which teachers do as part of their normal
teaching duties; data collection, then, should be integrated as far as possible into
teachers regular work (as opposed to creating large amounts of extra work for
them).
The further reading listed at the end of this paper includes many examples of
published teacher research projects.
It is clear then that teacher research offers many potential benefits to teachers;
their students also benefit from more informed pedagogical decisions while
organizations can benefit too where a culture of teacher research exists across a
school. As evidence of these many benefits grows, teacher research is becoming
increasingly visible as a professional development strategy for teachers. For
example, Cambridge English and English Australia run a teacher research scheme
for ELT professionals in Australia; Cambridge English and English UK run a similar
scheme for teachers of English in the UK; while Cambridge University Press has
also recently launched its own teacher research scheme. The British Council is
also supporting teacher research, as for example in the project I facilitated with
teachers of English in Pakistan in 2012-13 and which resulted in a publication
containing the reports of teachers work (see further reading below).
Conclusion
I started this paper by arguing that exclusive reliance on external forms of
professional development has several drawbacks. In contrast, teacher research
provides an option which allows professional development to be ongoing,
inexpensive, integrated into teachers routine work, personalized and practical.
Teacher research also gives teachers a strong sense of ownership in shaping the
direction their professional development takes. I am not of course suggesting that
teacher research is the right or only option for all teachers teachers in different
contexts and at different stages of their career will benefit in varying ways from
different approaches to professional development; however, where the conditions
are appropriate and teachers have suitable skills, knowledge and dispositions,
teacher research has significant transformative potential.
Further reading
Allwright, D. and Hanks, J. (2009) The developing language learner: An introduction
to exploratory practice. Basingstoke: Palgrave Macmillan.
Altrichter, H., Feldman, A., Posch, P. and Somekh, B. (2008) Teachers investigate
their work: An introduction to action research across the professions (Second
edition). London: Routledge.
Borg, S. (2006) Conditions for teacher research. English Teaching Forum 44(4):
2227. Available at: http://americanenglish.state.gov/files/ae/resource_files/06-
44-4-d_0.pdf
Borg, S. (Ed.) (2014) Teacher research in Pakistan: Enhancing the teaching and
learning of English. Lahore: British Council.
Burns, A. (2010) Doing action research in English language teaching. A guide for
practitioners. New York: Routledge.
Rickinson, M., Clark, A., McLeod, S., Poulton, P. and Sargent, J. (2004) What on
earth has research got to do with me? Teacher Development 8(2/3): 201-220.
Rust, F. and Clark, C. M. (2007) How to do action research in your classroom. New
York: Teachers Network. Available at: http://teachersnetwork.org/tnli/Action_
Research_Booklet.pdf
Wyatt, M. (2010) Teachers researching their own practice. ELT Journal, 65(4): 417-
425.
Abstract
Available evidence about teachers professional development generally paints a
rather gloomy picture, especially in India. While some pockets can be identified
where good teacher development practices are in operation, reports from
schools and school boards indicate a contrary view: hardly any provision for
teacher development, either in terms of time given to the teacher for his/her own
development or any acknowledgement of how some teachers are making efforts to
develop on their own.
In this paper, I would like to first examine whether and to what extent education
policies provide for teachers continuing professional development vis--vis its
actual realisation in school contexts. Then I would like to look at some models of
teacher development that are in use outside India. With this as the backdrop, I
would like to revisit some of the CPD work I have been involved in to understand the
nuances of this construct. The examples I discuss indicate what kind of CPD work
is meaningful to teachers and more importantly what is sustainable. I would like to
suggest that an approach that creates opportunities for reflection and theorising
from practice while continuing to learn about language teaching/learning and about
teacher development is satisfying and sustaining.
Experts seem to agree that teacher education is a continuous process and that
its pre-service and in-service components are inseparable. However, there seems
to be some confusion/contradiction in the way TE has been conceptualised: on
the one hand, terms such as CPD, sharing of practice, need-based programmes,
self-learning and independent thinking, and on the other, notions such as training,
reorientation of teachers, equipping which implies a skill-based approach, are
interchangeably used. The more recent policy frameworks, e.g. the National
Curriculum Framework (2005) and the National Knowledge Commission (2006-
2009) see CPD as the most important measure to bridge the gap between
pre-service and in-service TE. The Commission also recommends peer feedback,
especially in rural areas, as a support system for TD.
In sum, the terms training and development have been interchangeably used, as
a result of which even short, expert oriented, one-off in-service programmes are
seen as TD activities. The earlier recommendations saw a need for CPD but did
not articulate its ramifications clearly enough for implementation. The more recent
ones seem to spell out more details that render CPD achievable in more concrete
terms in school as well as in TEIs (Teacher Education Institutions), but do not
have a corresponding provision in school-practice. There are several unanswered
questions: How is the space to be created in the teachers busy schedule for
teacher reflection, sharing, mentoring and learning from one another? Who should
create it? What is the role of a TEI in CPD? Is there a provision for acknowledging
The study revealed that most teachers had settled into the profession even though
it may not have been their first choice. They do not like non-academic activities,
but derive a lot of satisfaction when students show interest in learning. They would
like to be up to date in their subject, but in-service programmes dont seem to help
them with this, nor with how to become better teachers; they have to themselves
find ways of doing this. Clearly they have not heard of TD and long for a forum
and an outlet where they can express and share their experience with each other.
Thus, while in policy there is a strong suggestion for creating space for teachers
to share experience with peers, from what obtains in schools, it seems clear that
except for short, discrete programmes which are mandatory, there is nothing that
helps teachers to keep themselves alive or motivated in their busy schedule. Many
of them have learnt to survive in their own ways, since there is no system-support
for ongoing professional development.
Awareness
Understanding
Engaged
Integrated.
These are only a few examples that offer a roadmap for teacher development. We
do not have in India a roadmap that delineates the different stages of development
let alone provides accreditation and acknowledgement to a teacher who traverses
the path of development. The next section discusses briefly examples of work
done in India and tries to understand what lessons we can learn from them.
The findings from the tracer study revealed the following: the role of teachers-as-
researchers during the monitoring and evaluation phase gave teachers a broader
perspective on the curriculum in different contexts. Before the project, they
merely taught the lesson, did the exercises, and conducted tests and were happy.
Now their work did not end with a class. They could observe colleagues classes
in a non-judgemental way and it worked wonders (in a teachers own words) with
colleagues. Many of these teachers managed these ongoing professional activities
in spite of the schools (unwritten) rules and conventions. There were silent
innovators, albeit very few, who did things that they felt needed to be done, in
spite of school constraints. This study underlined the need for building on existing
school/Board structures to support the teacher in her ongoing professional
development (see Mathew 2006 for details).
Four important themes that shape teacher development emerged from the case
study (see Mathew 2005 for details):
1. Certain personality traits that enable the teacher to see teaching as a vocation
2. A propensity for reflective thinking
3. The need for ongoing professional development activities, and
4. The importance of school support.
About 25-30 managed to do most of the things and saw value in it. There were
mainly two kinds: where, because of school managements and leadership,
a model of CPD already existed; and where, in spite of a not-so-supportive
environment, teachers engaged in the work because they saw meaning in it.
About 25 of them gave it a try with different degrees of success.
The rest were non-starters: not volunteers, inadequate school support, not
motivated enough.
The project revealed that a framework for CPD was clearly necessary for teachers
to first of all take on work beyond their regular schedule and then to continue with
it. Self-motivation alone was not sufficient to pursue CPD.
Conclusions
The work during the last twenty years shows that some things about CPD
have indeed changed: while the policy on TE appears to have become more
sophisticated, schools make heavier demands on teachers time, thus neutralising
the implementation of the policy. For example, the work on CCE (Continuous
Comprehensive Evaluation) has increased tremendously reducing the teacher to
the status of an assembly-line worker. Clearly school boards and policy makers
need to collaboratively arrive at a workable model for CPD. If not, while a few
teachers will struggle to stay growing and motivated, the large majority who do not
have the will and/or the energy to struggle give up and settle down to a normal
routine.
For this to happen, we need to have a support system in schools which means that
they are given time and space to reflect, observe each others classes, engage in
a professional dialogue, read and write about education, share their experience
in seminars/workshops and carry out a host of other professional activities. The
stages of professional development, as envisioned by Ofsted, NIEs TE or the
British Council, will need to chart the pathways for professional development and
lay out clear benchmarks to achieve and appropriately reward those teachers
who achieve those targets. Such a scheme will alleviate the problem of teachers
attending in-service programmes because their Principals asked them to or
because they will get a show-cause notice. It will encourage teachers to take
charge of their professional growth and will help them to plan and organise
their learning in a way they can manage what is meaningful to them. After all,
development is a highly personal experience and each of us derives benefit from
opportunities that we encounter/create for ourselves in ways that are meaningful
to us. And intriguingly, we should have the choice not to develop if we dont wish
to; the only question is, what is the proportion of developing and not-developing
teachers that a school system can afford? Clearly it is imperative that we put in
place a workable model that helps teachers to keep growing. We need to create a
workable CPD model that makes teaching a profession of choice.
The following observation provides a befitting endnote to what I have tried to say
here:
Franke, M.L., Carpenter, T., Fennema, E., Ansell, E. and Behrend, J. (1998)
Understanding teachers self-sustaining, generative change in the context of
professional development. Teaching and Teacher Education 14/1: 67-80.
Mathew, R. (2013) Diary writing as a tool for reflective practice in R. Bolitho and
A. Padwad (Eds.), Continuing Professional Development: Lessons from India. British
Council.
National Commission on Teachers (1983-85) Govt. of India, New Delhi. Available at:
http://www.teindia.nic.in/Files/TE-Vikram/The_Teacher_and_Society_Report_of_
National_Commission_on_Teachers.pdf
National Curriculum Framework (2005) NCERT, New Delhi. Available at: www.ncert.
nic.in/rightside/links/pdf/framework/english/nf2005.pdf
National Curriculum Framework for School Education (2000) NCERT, New Delhi.
Available at: www.eledu.net/rrcusrn_data/NCF-2000.pdf
National Institute of Education (2009) TE21: A teacher education model for the 21st
Century. Singapore: National Institute of Education. Available at: http://www.nie.edu.
sg/files/spcs/TE21_Executive%20Summary_101109.pdf
NCTE (1998) Curriculum Framework for Teacher Education. New Delhi. Available at:
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Widdowson, H.G. (1983) Learning Purpose and Language Use. Oxford: Oxford
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Yashpal Committee (1993) Learning without Burden. Govt. of India, New Delhi.
Available at: http://www.teindia.nic.in/Files/Reports/CCR/Yash%20Pal_committe_
report_lwb.pdf
Appendix
Stages of Reflection (Hatton and Smith 1995)
Innovation in PreSETT
At this point in the article, it might be useful to tell you more about the British
Council publication we have been involved in. Edge and Mann (2013) includes
14 different articles that feature an innovation in a PreSETT context. Initially
there were over 150 proposals (showing a huge level of interest in the project),
confirming the British Council view that there were plenty of practitioners who
would like to share practice in this area. When we sent guidelines to the authors
New in context
One of the key ideas of Mann and Edge (2013) is that a new idea is not the same
as an innovation. Innovation demands that the practitioner concentrates on
process; it demands ongoing self-evaluation and reflection; it asks that we pay
as much attention to how we teach or train as to which topics get covered along
the way, or the tools that we employ. This is why we asked contributors to make
clear the steps and detail of introduction, implementation and evaluation of their
efforts, because it is the realisation of an idea in action that constitutes genuine
innovation. Mawa Sambs (2013) article on formative assessment would not be
seen as a new idea in most contexts. However, it is an innovation in Senegal.
I have used Top Tips in input sessions and in teaching practice feedback
sessions for years but have never really taken a step back and queried why
it worked and what it did. (Dick 2013: 143)
Kaizen
There is a Japanese concept that is used in management and business called
kaizen and I think it is useful as a metaphor for the kind of innovation that we are
promoting in this chapter. Kaizen can be translated as kai (change) and zen
(good) and, taken together has the meaning of something like improvement.
Its intended effect on the workforce is to engage all workers in the continuous
improvement of design. The workers are not only encouraged to engage in
a process of continuous evaluation and potential improvement but they are
empowered to feel that they have both a voice and input. lf we apply the same
concept to teaching and teacher training we can focus on the following:
I find those words, a fate we believe that many teachers have suffered, to be
among the most hauntingly resonant ever written in the field, and as relevant now
as they were then as teachers are still encouraged to believe that their job is to
somehow apply other peoples so-called theories. As Kumaravadivelu (2006) puts
it:
Since the audiolingualism of the 1940s, TESOL has seen one method after
another roll out of western universities and through western publishing
houses to spread out all over the world. On each occasion, teachers in
other countries and other cultures have been assured that this one is
the correct one, and that their role is to adapt it to their learners, or their
learners to it. (p.20)
Another perspective responds that we teach English because that is what our
people, and especially our young people, need if they are to get a good education,
if they are to get good jobs, if they are to attain positions of influence. This is the
discourse of empowerment, and empowerment through English. So, which is it?
English for continuing domination or English for empowerment?
I say the inescapable paradox of hegemony, because that is how I see it. But that is
not to say that we do not have choices. Indeed, as teaching is not simply a way of
providing global capital with the workforce that it requires to maximise its profits,
as teaching is also a values-based commitment to moral and ethical activity,
being clear about what choices we do have is an essential part of teaching and of
teacher education.
Decades of work confirms that learning is most effective when a child has
eight to ten years of good teaching through the medium of the mother-
tongue, accompanied by a gradual introduction of other languages,
first as subjects, then partly also as teaching languages. This ensures
Specific suggestions regarding the teachers multilingual potential have also been
developed, such as:
The findings of the study show that even when the teacher was not a
speaker of the childrens L1, she was a learner of that language. Her
sensitivity towards the childrens language allowing freedom of usage of
that language in class had a positive impact on the learning of English.
(Aggarwal 2013: 62)
At least, and for a beginning, I might want to insist that these socio-political issues
are seen as core elements in a teacher education syllabus. Teachers, of course,
have the right to refuse to engage with the dilemmas involved if they so choose,
but teacher educators do not have the right to leave the next generation of
teachers uninformed about them. If the class of 2030 starts to ask:
Outro
Thanks, Julian. I have deliberately not used the word conclusion but the term
outro instead (the opposite of intro). I think it does a better job of making clear
that anything we write or say is part of an ongoing process. I am glad to have
the opportunity to work again with Julian and have conversations with other
reflective practitioners in Pune, Chennai, Kolkata, Chandigarh, Delhi (as well as
Hyderabad). Collaborations are what make our professional lives interesting. If you
find colleagues who can support you in articulating your own ideas and reflecting
on your practice then it is easier to embrace and commit to an ongoing sense of
innovation, I think.
Acknowledgements
Julian wants to express his sincere thanks to Alastair Pennycook and Robert
Philipson for their typically generous responses to his request for suggestions
of what to read before attending this conference, as well as for their own
groundbreaking contributions to work in areas on which he has touched.
Dick, L. (2013) Top Tips: a model for participant-led, shared learning in J. Edge and
S. Mann (Eds.)
Dylan, B. (1964) My back pages. On Another Side of Bob Dylan. New York: Colombia
Records.
Edge, J. (2011) The Reflexive Teacher Educator: Roots and Wings. New York:
Routledge.
Mann, S. and Walsh, S. (2011) Shaping reflective tools to context. Paper presented
at the Reflection in the Round: Discourses and Practices of Reflection at the BAAL/
CUP seminar (Oxford Brookes University). Available at: https://wiki.brookes.ac.uk/
display/RIR/June+24+BAAL_CUP+Seminar
Mukherjee, A. (2009) This Gift of English: English Education and the Formation of
Alternative Hegemonies in India. Hyderabad: Orient Blackswan.
Naidu, B., Neeraja, K., Ramani, E., Shivakumar, J. and Viswanatha, V. (1992)
Researching heterogeneity: An account of teacher-initiated research into large
classes. ELT Journal 46/3: 252-263.
Rao, A. (2014) English: A gift imposed and sought. Review of Mukherjee 2009.
Muse India. Available at: www.muse.india.com/viewarticle.asp?myr=2009&issid=
28&id=1776
Rogers, E.M. (2003) Diffusions of innovations (5th edition). New York: Free Press.
Wedell, M. (2009) Planning for educational change: putting people and their
contexts first. London: Continuum.
Innovations in Continuing
Professional Development
for English language
teacher educators and
teachers
Abstract
While in many countries, self-access systems involving learners working more
autonomously than in the classroom have become commonplace, there are also
still contexts around the world where self-access and autonomy are very unfamiliar
concepts. This paper examines two such contexts, Ethiopia and Afghanistan. It
will examine why, in this type of context, there is a considerable risk of failure
for implementation of self-access systems and how conservative perceptions
of teaching and learning represent a major potential obstacle to effective
implementation, however plentiful resources may be. It will propose that these
risks can only be mitigated through systematic CPD and will examine in depth the
rationale, design and impact of a CPD programme aiming to support all involved
with self-access systems.
Introduction
In many countries, self-access systems have become commonplace but there
are also still contexts around the world where self-access and autonomy are very
unfamiliar concepts. While research on self-access has accessed the views of
users and teachers, much of this has examined self-access operations in Europe
or other well-developed educational environments. Only a handful of studies (e.g.
Jones 1995; Joshi 2011; Ahmadi 2012) have investigated contexts where the idea
of self-access is completely new.
This paper examines two such contexts, Ethiopia and Afghanistan. It will examine
why, in such contexts, there is a considerable risk of failure in implementing
self-access systems, especially because conservative perceptions of teaching
and learning represent a major potential obstacle to success. It will propose that
risks involved can only be mitigated through systematic CPD and will examine the
rationale, design and impact of a CPD programme aiming to support all involved
with self-access systems.
Self-access challenges
However, in more difficult contexts, self-access systems often fail or collapse
soon after the departure of the funding organisation. Often, concerns by project
management centre on the misuse of resources and neglect, situations in which
equipment and resources may be damaged, dispersed or put to inappropriate
uses. However, the opposite strategy of over-zealous protection of resources can
result in just as negative a situation. Concerns (especially those of local military
administrations) about possible theft or misuse may lead to a lack of accessibility
of resources and, at worst, result in self-access centres that survive handover
in pristine condition but are barely used or not used at all. The most significant
obstacle to self-access, though, seems be rooted in the beliefs about effective
teaching and learning held by self-access stakeholders (users, coordinators,
teachers and administration). In both countries, the role of a teacher is close to
that of a factory operator attending to the machinery that churns out knowledge
into the empty heads of trainees and the possibility of choice, a key concept in
self-access, is rarely considered.
Studies (e.g. des 2007) have shown that teachers with positive previous
experience of self-access are much more likely to motivate their students to use it
but none of the stakeholders in the two contexts had had any type of self-access
component to their own education and there are few opportunities in either
country for self-access. The idea of learner autonomy was also very new. Some
teachers reported that they had been introduced to the idea of learner autonomy
during their initial country-based training, but had not come across practical
applications of the concept.
We suggest that it is essential that these beliefs and perspectives and many
other aspects of self-access implementation and use are dealt with fully through
training. Stakeholders in Ethiopia, Afghanistan were provided with the opportunity
to participate in intensive training that was founded on a number of key principles.
Principle 1: CPD needs to engage with the beliefs and perceptions of stakeholders.
In order to adapt to their new roles successfully (Gardner and Miller 1999: 13),
stakeholders need opportunities to restructure deeply held beliefs on teaching
and learning. One training strategy was to ask trainees to reflect on situations
outside the classroom and to consider the characteristics of real-life customer
service encounters (both satisfying and unsatisfying) through which the idea
of choice emerged naturally. Trainees offered their own experiences of limited
choice in less than successful service encounters and then applied lessons learnt
to self-access delivery. Trainees were also asked to describe their own non-
language-based experiences of learning something autonomously themselves.
These accounts enabled them to reach conclusions on language learning in the
classroom and to identify what makes an effective learner.
Impact
Impact on stakeholder beliefs and attitudes
Trainee responses were gathered through questionnaires and one-to-one
interviews. Trainees were quite articulate in describing how their opinions had
changed and were able to revise their perceptions of their own roles:
The 2013 feedback was much more positive. 91% of users stated that they were
free to choose materials and software and 86% strongly agreed that the SAC was
easy to use. All users reported that they used the centre at least once a week.
82% of users said that they based their learning on their personal log. Comments
included:
When I started to use the SAC, it was difficult. After I learned about the SAC,
I can use it easily
The SAC is easy to use, even in the absence of teachers, one can learn
different skills alone.
Lessons learnt
There were many challenges, of course. Some centres implemented systems for
one course of learning but abandoned (or forgot) them on the next. Occasionally,
changes in local military administration meant the cycle of change had to be
begun again. In Afghanistan, logistical and security concerns slowed the process
down and limited effective monitoring and feedback. Some stakeholder beliefs,
especially on the pre-eminence of grammar and the degree to which learning
can be controlled, proved to be deeply entrenched. Both impact and challenges
suggested a number of lessons learnt, including:
Innovation needs to take peoples beliefs (on what makes effective teaching and
learning for example) into account and provide opportunities for them to reconsider
and restructure their beliefs.
Conclusions
Despite challenges, the process of change was, in the contexts described here,
quite dramatic and, given the foreignness of the whole idea of self-access, involved
a radical shift in stakeholder beliefs. One Ethiopian coordinator summarised this in
the following way:
The CPD opened my eyes and I looked into the SAC which is like a sea full
of fish and learnt how to give guidance and counselling to learners and
how to use the SAC to its maximum potential.
It is a long way from the House of Dos and Donts to a sea full of fish.
Hailelul, B., Hare, P. and Yilhal, A. (2013) Making the Most of Your Self-Access
Centre. Paper presented at the 2013 IATEFL Annual Conference, April 2013,
Liverpool, UK.
Joshi, K. (2011) Learner Perceptions and Teacher Beliefs about Learner Autonomy
in Language Learning. Journal of NELTA16: 1-2: 13-29.
Abstract
This paper reports how language learning content was generated by encouraging
a group of young ESL learners to write in an online students magazine on the web.
Though a plethora of rich language learning materials abound on the internet, the
scarce physical infrastructure in the classroom, in this case, a government Bengali-
medium school in Kolkata, makes these resources inaccessible to the average
learner. Aimed to bridge this gap, an Internet-based writing project was undertaken
to engage the learners in an online collaborative task. The learners were given the
opportunity to use the target language, English, in a communicative manner as
they actively participated in a paragraph writing task based on artworks produced
by other learners in the school. The findings indicate that by engaging with the
collaborative writing task, the learners generated content through relevant lexical
search and writing coherent paragraphs to describe and/or interpret the artworks.
The project may have decreased the affective filter of the learners, by promoting
peer learning and interaction, thus increasing learners motivation and increased
production of the target language. This small-scale classroom research can be
replicated or adapted in the ESL classroom to develop writing skills of young ESL/
EFL learners at various proficiency levels.
Introduction
Computer Assisted Language Learning (CALL) is yet to make its prominence felt
in the government and government-aided schools of West Bengal. Though the
computer has made inroads into all institutions across the state, many teachers
are yet to discover and realize its potential in creating and fostering a language
learning environment in their classrooms. I too was a part of this group, and
never endeavoured to use the computer in my class until an e-course entitled
Integrating the Internet into the classroom by Michael Krauss of Lewis and Clark
College, Portland, Oregon changed my perspective (January 2013). The course
taught me ways of exploring the internet for content material to be used in the ESL
writing class. I learnt that learners are likely to be motivated if they are presented
with cognitively challenging materials that are relevant to their lives and levels
of cognitive maturity. The course design made me understand that the Internet
can be effectively used as a creation tool (i.e. a production and publishing centre)
and an activity centre in any classroom irrespective of the number or the level of
learners it caters.
Literature review
Many teacher educators like Krauss and March are of the opinion that the natural
place to begin integrating the web for learning is collecting sites that are most
useful or interesting for the specific age group one wishes to teach: look for
sparks that create insights, the contrasts that excite problem solving, the bells and
whistles that motivate, the passion that inspires (March 1995). Computers can be
used as a language learning tool to foster communicative activities and facilitate
the teaching process by providing a stimulus for learning by increasing social
interactions and cooperation (Hoyles, Healy and Pozzi 1992) in the ESL class.
In the ESL writing class, teachers need to use materials which are creative and
learning-centred. They should provide stimulating activities to focus students
attention on the task at hand. Moreover the materials should be interesting.
Writing is basically a process of communicating something (content) on paper
to an audience. If the writer has nothing to say, writing will not occur (Oluwadiya
1992). So, a web magazine, which is easily available through the internet, can easily
provide a stimulating context and motivate learners to participate and generate
content.
Another way of generating content in the writing class is to use visual aids like
pictures and artworks. At the lower intermediate level, learners faces may go blank
when they are asked to write on any given topic. Teachers can avoid prolonged
silence and prevent their students from feeling embarrassed by providing them
with a picture (Albano 2013). Responding to artwork can be very stimulating and
can lead to a variety of writing activities. Incorporating art into the class can take
students out of the classroom and encourage them to use their language skills in
the real world (Lightfoot 2007). According to Eaton and Jogan (1992) the main
criteria for selecting art to be used for English language classroom activities are
availability in an inexpensive form and appropriateness for the specific activity
and learner levels. So, I took up this classroom research to promote collaborative
writing by using the internet, computer and artworks as aids. The details of this
project and its salient findings with pedagogical implications are reported in the
rest of the paper.
Setting
Like many traditional classrooms in state-run schools, my classroom does not
possess any facilities apart from the blackboard. Learners get access to computers
for a brief 30 minutes during their computer classes in the computer lab, which
has only twelve computers to cater to the entire school. I had to obtain permission
from the Head of my school to conduct this project. I could use three computers
The project
An online student magazine (centerstagejunior.com) became the launch pad
for my project. The web magazine was the perfect space to utilize as it teemed
with student artwork and write-ups from different schools of Calcutta. A twin
artwork from the magazine (see Appendix 1B) was used as a stimulus to generate
communication and complete a paragraph writing task.
At the outset, I introduced the learners to the online magazine where they could
register and contribute their own creative works for sharing with the greater
community. I showed them how students of various schools across the city had
contributed and uploaded their own artworks, sketches, anecdotes, photographs
and write-ups. I knew that they would be enthused to send drawings and paintings;
but I wished them to generate a write-up that could go into the magazine,
prompted by an artwork contributed by another learner. With that end in view, I
had downloaded two artworks and displayed it on their computer screens. I asked
the three pairs to collaboratively come up with sufficient ideas to write a coherent
paragraph. I asked them to type out whatever words, phrases and sentences they
could think of regarding the artwork and later write paragraphs using those words/
phrases.
Table 1: Thematically related words/phrases listed during the lexical search stage
Table 1 indicates that the learners generated thematically related words and
phrases. They are from three related domains of a farmers life: (a) objects/
A rich lexical search was perhaps possible because the picture on the screen
acted as a scaffold and actively engaged the learners. Each pair focused on the
task at hand and generated ideas closely linked to the artworks. So, the picture on
the screen facilitated learner communication and the internalization of material
and enough ideas were produced to develop a coherent paragraph. Peer support
helped in the generation of content in the form of task-appropriate words and
phrases. The learners were also found to discuss with their peers how they would
arrange the words and phrases in a proper sequence giving a fitting introduction
and conclusion to the paragraph they were supposed to write in the next phase
Pair A A farmer lives in the village. He grows all types of vegetables and cereals.
He grows rice, maize, wheat and various vegetables like brinjals, potatoes,
tomatoes, cabbages, carrots and raddish. He grows many crops in his farm.
He has cows and buffaloes to help him till the land. Before sowing the seeds,
he prepares the land well by ploughing. He is always busy working. His family
members too help him in sowing, tilling, ploughing and harvesting.
Pair B He works in his field in both summer and winter. He gets up early before
sunrise and goes to his land to cultivate. His tools are the sickle, spade and
plough. Often his wife comes in the afternoon to give his lunch. Mostly he
eats rice, dal and chapattis. After having food he gets busy again in his land.
He harvests a good crop by working hard all day. Then he ties them in a
bundle and carries them to the market to sell.
Pair C A farmer works in a field. He sows seeds, tills the land and harvests crops.
He is a simple man. He wears a dhoti and a vest. He is without chappals
sometimes. He leads a hard life in the village. He has no holidays. He works
from early morning to late evening. He carries loads of crops bundled on his
back. He is our real friend. He grows crops for us. Without him, we would not
get any food. He loves his farm and his land. If crops fail, he is unhappy.
In Table 2, we can see that the learner pairs wrote paragraphs based on the sets of
words and phrases they generated during the lexical search phase. An interesting
trend is noticed: Pair A concentrated more on naming objects and wrote in detail
about the action of the farmer in relation to the crops he produces and the
process of tilling the soil. But they do not comment on the farmer as much as Pairs
B and C do. Pair B concentrate more on the daily life of the farmer, like his routine,
Post-writing stage: Is there a positive impact of this novel activity on the learners
mind?
After the learners finished working on the paragraphs, they were given a
questionnaire (see Appendix 1C) and asked to respond to it in writing. A
critical discussion was conducted based on their responses about the relative
effectiveness of this novel writing activity in the ESL classroom.
The questionnaire had four sets of questions which yielded the following responses
from the six learners. The first set was on access to computers and online writing
habits to which all the three pairs responded in the affirmative and expressed that
either they wrote emails or blogs or participated in online chats on social networks
through mobile applications. The second and third sets were on the writing activity
and the use of artwork to generate writing. All three pairs said that they liked the
activity as the artwork helped them generate ideas as is expressed in the following
comments:
Yes, we strongly feel that they do provide clues. That is because we feel
that a picture or artwork tells a story (for example, the picture we got today
was about farmers) and we can do very interesting activities by putting
them to words. (Pair B)
Yes, there was ample stuff in the drawing to expand upon. It literally was
a picture worth a thousand words. One can interpret the same image in
million different ways. So it is rife with clues. (Pair C)
The learners stated that they found writing through computers stimulating and it
helped them edit their work with ease. The last set was included to obtain their
comments on collaborative writing and the role of peers as resources. To this also
they responded positively as they wrote that peers helped them generate content
and helped them edit and reflect on their work as is expressed in the following
comments:
So, the learners found the collaborative writing task interesting and motivating and
this indicates that, in line with the third research question, there is a positive impact
of this novel activity on the learners mind.
Conclusion
To conclude, the project helped generate the learners original ideas and provided
an opportunity to generate content through engagement with the computer and
artwork. They seemed to get deeply enmeshed in the task and wanted to give of
their very best. Working in pairs, they completed the writing assignment by mutual
co-operation and assistance by giving expression to their thoughts. This process-
oriented approach made them complete the assignment successfully, exchanging
ideas and deriving mutual support and encouragement from their peers.
From this small-scale classroom study we can conclude that if teachers encourage
their students to utilize the manifold resources available online, then learners can
access lots of comprehensible inputs in comparison to the skeletal points they are
familiar with in their usual guided writing exercises. The context is likely to lower
the affective filter and motivate learners to write to produce better content and
control the process of writing through revision and redrafts by using the monitor
in an optimal manner.
References
Albano, L. (2013) How English Teachers can use pictures in the classroom.
http://blog.britishcouncil.org/2013/12/06)
Cunningham, K. (2000) Integrating CALL into the Writing Curriculum. The Internet
TESL Journal Vol. VI, No. 5, May.
Eaton, S. and Jogan, K. (1992) A Gallery of Language Activities: US Art for the EFL
Class in T. Kral (Ed.) Creative Classroom Activities, English Teaching Forum 1989-
1993. Office of English Language Programs United States Department of State
Washington, D.C. 20547.
Hoyles, C., Healy, L. and Pozzi, S. (1992) Interdependence and autonomy: Aspects
of group work with computers.Learning and Instruction2(3): 239-257.
Oliver, R., Omari, A., and Knibb, K. (1997) Creating collaborative computer-based
learning environments with the World Wide Web.What works and why: Proceedings
of the 14th Annual Conference of the Australian Society for Computers in Tertiary
Education.
Siegle, D. (2005) Six Uses of the Internet to develop students gifts and talents.
Gifted Child Today Vol 28, no 2: 30-36.
Appendices
Appendix 1A: Task
Look at the two pictures. These have been drawn by two of your friends and have
been published in our school web magazine. Using these two pictures, generate a
list of words and then write a coherent paragraph of about 100 words. Work with
your peer to do this activity. You will be using the computer to do this activity. You
will also have a chance to edit and revise your work.
(Illustrated by (Illustrated by
Prasenjit Das, Barnamoy Roy, St.
Hare School, Augustines Day
published here School, Kolkata,
with the kind published here
permission of with the kind
Centre Stage permission of
Junior online Centre Stage
magazine, cen- Junior online
trestagejunior. magazine,
com) centrestagejunior.
com)
Abstract
This paper reports a case study of an online teacher development programme
that focused on familiarizing a heterogeneous group of ESL teachers with Web 2.0
tools for language teaching purposes. The study tries to find out how teachers
respond to Web 2.0-based professional development programmes and the impact
the use of these tools has on the programme. The findings suggest that individual
motivation of teachers plays a major role in how they respond to the programme
and the employment of web tools contributes to the effect of the programme. The
most important pedagogical implication of the study is that Web 2.0-enabled online
teacher education holds great potential in ESL contexts like India, but it should be
inducted carefully and in consultation with teachers. There should be more research
to gauge the effectiveness of such programmes.
The current study is presented in several sections. These sections contain a review
of existing research on the use of Web 2.0 in teacher education, the methodology
employed for the study, the procedure of data collection, findings and discussion,
implications of the study, suggestions for further research, and a conclusion.
Methodology
Research questions
This study was guided by the following questions:
Participants
The participants for the study comprised a heterogeneous group of ten ESL and
EFL teachers practising at different levels of the education system in India and
abroad. Seven teachers were from India and one each from Iran, Italy and Dubai.
Their age group varied from 25 to 50 years old and their experience from less than
five to 15 years. They voluntarily agreed to participate in the study by responding
to a free offer posted by the researcher on an educational group on Facebook.
Apart from the above, many other Web 2.0 tools like Voicethread, Spiderscribe and
Vocaroo were used for collecting the required data.
Data collection
The data was collected in several phases. Each phase is briefly described in the
following sub-sections.
Needs analysis
Before the course began, a needs analysis was conducted to get information about
the participants teaching background, their familiarity with using the Internet for
pedagogic purposes, their students access to the Internet, etc. Six multiple-choice
questions were asked in this online needs analysis survey.
The programme
The 4-week PD course aimed to enable the participants to use a few popular Web
2.0 tools for teaching and learning purposes. After analysing their learning needs,
familiarity with and frequency of use of the Internet, and organizational facilities, it
was decided to familiarize the participants with using Google Sites, Google Docs/
Drive, Google Hangout, Edmodo, Vocaroo, Voicethread, Wordsift, Penzu, Diigo,
Spiderscribe, Blogger, Facebook and Lexia Reading for English language teaching
purposes. These tools were almost evenly distributed across four weeks, and the
syllabus for each week was shared with the participants at the beginning of the
week. A Google Site was developed to post the course content, and access to the
site was limited to the participants. A Google Spreadsheet was shared with the
participants so that they could report the completion of each task assigned to
them every week.
In fact, the researcher employed all the Web 2.0 tools included in the syllabus to
transact the programme. It was intentionally done to provide hands-on experience
to the participants. The participants, who were actually students, were made to
think and act like students.
Course website
Quality of instructions
Pacing of content
Utility of the web tools included in the programme
Feedback about performance
Response to queries
It was also found that the participants needed a lot more time than what was
given to them to employ these tools with their own students. They wanted more
time to feel comfortable with the tools even though they were excited about their
new learning. They also reported that they were not happy with the pacing of the
programme and wanted to have one instead of four tasks every week. It was also
observed that they got a little exhausted by the end of the fourth week.
Discussion
Though Web 2.0 offers an amazing opportunity to help teachers grow
professionally, its success is entirely dependent on the motivation of the
participants and the patience of the instructor. The length and pacing of the
programme must be thought about seriously for any such programme. It may be a
good idea to have light courses for teachers, especially for those working in India.
What kind of impact does the use of Web 2.0 tools have on the programme?
The course was conducted using several Web 2.0 tools. It offered more options
to the instructor and the participants in terms of convenience and motivation.
The participants completed the tasks whenever they had time during the week.
The flavour of newness and immense possibilities offered by the web tools added
to their motivation. The use of Web 2.0 tools also made the development and
transaction of the programme much easier for the researcher. He could monitor
the participants progress and provide them feedback without having to write or
type all the time. He utilized voice and video modes to offer feedback.
Discussion
There are several advantages of a Web 2.0-based teacher development
programme. It certainly takes away the monotony that is often reported about
many teacher education programmes. The innovations involving the induction of
web tools add to the enthusiasm and motivation of participants. Moreover, getting
access to study materials in written, video and audio forms becomes much easier
in an online programme. The participating teachers can complete an online PD
programme without any struggle or pressure to find the time to undergo in-service
training.
Conclusion
This small-scale study was an attempt to explore the possibilities of employing Web
2.0 tools for teacher professional development. The study was limited in nature
from many angles. Nonetheless, it has been one of the first such attempts made
by any individual researcher in the country. It is hoped that this will lead to more
research and further exploration in a similar direction in the near future. It can be
expected that the recent rise in the number of Internet users will bring positive
changes in the field of second language teacher education.
References
Al-Ali, S. (2010) Understanding teachers and students use and attitudes of Web
2.0 in ESL classrooms at the American University of Sharjah. A thesis in teaching
English to speakers of other languages. American University of Sharjah College of
Arts and Sciences.
Albion, P. (2008) Web 2.0 in teacher education: two imperatives for action.
Computers in the Schools 25(3/4): 181-198.
Gunashekar, P., Padwad, A. and Pawelec, D. (Eds.) (2011) Starting, Stimulating and
Sustaining English Language Teacher Education and Development: A selection of
papers presented at the International Conference in Hyderabad in January 2011.
New Delhi: British Council.
Kukulska-Hulme, A. and Shield, L. (2006) Are language learning web sites special?
Towards a research agenda for discipline-specific usability. Journal of Educational
Multimedia and Hypermedia 15: 349-366.
Stevenson, M. P. and Liu, M. (2010) Learning a language with Web 2.0: exploring
the use of social networking features of foreign language learning websites. Calico
Journal 27/2: 233-259.
Abstract
This article mirrors the presentation of the same title at the Teacher Educator
Conference 2014 about innovation in Continuing Professional Development for
British Council Training Consultants. British Council Training Consultants work on
English Partnerships projects of the British Council and this article follows the
Training Consultants professional development journey during the Karnataka
English Language Teacher Education Project (KELTEP) and its impact on their
development. The training in 2013 was in two stages over ten weeks and some
Training Consultants worked for three weeks at a stretch. One of the challenges
before the British Council academic team was to keep the team motivated
throughout.
Introduction
English Partnerships in India partner with state governments to enhance quality
in English language teaching and learning in the state schools sector. The British
Council has been working in the State of Karnataka since 2009 and Karnataka
English Language Teacher Education Programme (KELTEP) is one of the major
English partnerships projects in India. In 2013, 1,200 Master Trainers were trained
by British Council Training Consultants who in turn trained 179,393 elementary
school teachers from Grades 1 to 8.
The English Partnerships South India team has devised a series of activities
geared towards the professional development of the Training Consultants during
the training phase of the KELTEP. These activities can be categorised as sharing
practice, creating awareness and creating mentoring opportunities. British Council
Training Consultants participated in peer observation and co-planning while under
the creating awareness category they worked on a case study and did action
research. Mentoring opportunities were created for the Training Consultants
through a collaborative article writing task.
Co-planning task
British Council Training Consultants were requested to co-plan for the training.
Some of the benefits envisaged were:
Training Consultants feedback indicated that this was a positive and beneficial
experience.
Even when you observe the same person twice, you gain so much!
(Training Consultant B)
Some of the challenges from the point of view of the Training Consultants were:
time constraints
lack of fixed criteria for observation.
scheduling peer-observations
moving from evaluation of observee to post-observation developmental
discussion.
The positive feedback from all the Training Consultants involved in the exercise
inspired the academic team to think of other professional development activities
during Stage 2 of the training programme. Some of the professional development
activities the Training Consultants experienced were writing a case-study, being
observed by a Senior Training Consultant or a Senior Teacher Trainer and having a
post-observation developmental discussion, designing a session, action research
and writing an article collaboratively with a Master Trainer (trainee) on one of the
topics covered during the training.
One Training Consultant and co-author of this paper, Allwyn DCosta, shares
excerpts from his case study report here:
Some of the constraints apart from time experienced by other Training Consultants
were:
The action research project was conducted in Mysore and Dharwad, Karnataka
between 2-6 September 2013 and 23-27 September 2013. This action research
addressed issues of 78 Master Trainers on the project who faced challenges in
regard to receiving feedback from and giving feedback to other Master Trainers
due to instances of feedback being threatening, potentially arbitrary, vague or
judgemental. The action research involved a cyclical process of background
reading, collecting and analysing information and reflection of events during
monitoring of peer observation and feedback.
This action research led to new insights in the area of research. It was found that
it is necessary for a Training Consultant to give Master Trainers opportunities
for peer observations which are not conducted with the intention to judge the
teaching of others, but to encourage self-reflection and self-awareness about
their own teaching, and focus more on opportunities to collectively clarify ideas
and discuss suggestions drawn on ones own experiences. The objective of
encouraging peer observation is to allow Master Trainers to focus on their own
development, rather than on any presumed ability to develop the teaching of ones
peers. Not only did this approach of peer observation help stimulate awareness of
criteria, reflection and a questioning approach, it also made Master Trainers aware
of good teaching practices and provided a forum to clarify any questions and
sharing of best practices amongst the observers and the observed.
Feedback from Master Trainers at the end of the course indicated that they were
most satisfied with the reflective approach adopted during peer observation and
feedback. Feedback from Master Trainers on the evolved approach indicated
that they were satisfied with this method of peer observation and feedback
because the approach was based on the intention of providing solutions to real
world problems faced by participants. Most solutions were drawn from their own
experiences and the experiences of peers who faced similar challenges during
cascade training in the past. More importantly, this made the whole process self-
reflective and extremely participant-centred.
The action research task was initially set for a week but Training Consultants
who were on the project for a second or third week kept doing action research
throughout all the training weeks. During the Teacher Educator Conference
2014 some of the audience attending the talk were surprised that the Training
Consultants could be so motivated that some carried on their research for three
consecutive weeks of the training programme. Some decision makers thought that
there should be action research workshops for all school teachers.
The Training Consultants were supposed to choose their collaborators and then
discuss and decide on a topic that was interesting for both of them from the
topics covered during the training session. Different consultants followed different
approaches; the most successful ones went equipped with ideas for classroom
activities for various topics but involved the Master Trainers in the decision making
by letting them choose a topic from a set that fitted their classroom challenges
best.
Apart from the major task of mentoring a Master Trainer to do structured action
research in class and submit a write-up about it, the task inspired Training
Another Training Consultant, felt that collaborating with a Master Trainer had
helped her understand his classroom context better. She wrote H (Master Trainer)
believes strongly in his professional development and he said that as a result
of KELTEP, he now keeps a Continuing Professional Development folder which
contains his lesson plans and reflections. She continued, It is encouraging other
teachers in his district to research writing activities and try them out in their
classrooms.
The enthusiasm and commitment with which British Council Training Consultants
completed these CPD activities has inspired the academic team to keep this
aspect in mind while planning other projects.
References
Burns, A. (2010) Doing Action Research in English Language Teaching: A Guide for
Practitioners.Routledge.
Abstract
English in Action (EIA) provides self-study materials (English Language for Teachers
EL4T) to teachers participating in its Continuing Professional Development
programme. This study explored the suitability of EL4T for Self-Directed Learning
(SDL) with reference to Garrisons (1997) model. To collect data, in-depth
(qualitative) interviews were conducted with six primary school teachers from
Dhaka Division. The findings suggest that among the three dimensions of Garrisons
model, EL4T was the most suitable for motivation. A comparatively weaker link was
exhibited for self-management and self-monitoring.
Background
Self-Directed Learning (SDL) first became a viable and much researched concept
in the1970s (Merriam 2001b). Knowles (1975: 18) described Self-Directed Learning
(SDL) broadly as a process in which individuals take the initiative, with or without
the help of others, to diagnose their learning needs, formulate learning goals,
identify resources for learning, select and implement learning strategies, and
evaluatelearning outcomes.
Since the inception of SDL a number of models of this concept have been
introduced (e.g. Brockett and Hiemstra 1991; Candy 1991; Garrison 1997). For
Keeping Garrisons model at the focal point, this study explores how the self-study
materials called English Language for Teachers (referred to as EL4T henceforth)
provided by English in Action (EIA) are contributing to teachers Continuing
Professional Development (CPD). Before discussing the research let us give a brief
introduction to EIA and its EL4T materials.
EIA in the role of educating teachers has taken into account the importance of
enhancing teachers capacity for taking charge of their own learning. Through
EIA has developed two sets of resources in the EIA Primary Teaching and Learning
Programme and the EIA Secondary Teaching and Learning Programme. These
resources have been designed for teachers to engage in independent study for
two hours per week over three ten-week periods, so each programme comprises
30 study units or lessons. Although primarily intended as a self-study course,
the materials have been made suitable for use in group settings. Brief, additional
guidance on using the materials in such settings has also been developed. The
learning activities are interactive in nature, and are therefore suitable for use by
pairs of learners working together (e.g. two teachers in the same school). This
maximizes their potential to learn individually as well as in groups.
Methodology
With the advancement of theory and practice, educational researchers now have
a range of approaches that can be utilized to conduct a study producing either
quantitative or qualitative data. The selection of approach largely depends on
the phenomena being studied as different approaches contain their own set of
assumptions about the nature of the physical world and the kind of data that
can be produced to increase knowledge about the world (Cohen, Manion and
Morrison 2007; Denscombe 2010). The knowledge base of the researchers and the
availability of resources also play a crucial role in determining approaches (Gay
and Airasian 2000). Keeping in mind the focal issue of this study, our expertise
and the resources that we have, we adopted a qualitative methodology for this
research. Following the characteristics Denzin and Lincoln (2005) ascribe to
qualitative researchers, we studied the use of EL4T in a natural setting, attempting
to make sense of these phenomena in terms of the meanings people bring to
them.
The sample for this research included six primary school teachers from Dhaka
Division of Bangladesh who were selected through convenience sampling (Cohen,
Manion and Morrison op. cit.: 114) from three different Upazilas (namely: Sutrapur,
Nawabganj and Kishorganj Sadar). A semi-structured interview was developed
based on the three areas of Garrisons (op. cit) model that was administered to
the teachers individually. The first draft interview schedule was piloted on two
teachers (not part of the final sample) and revised accordingly. The final interview
consisted of twenty questions and a number of probes covering the three areas
of SDL, i.e. self-management, self-monitoring and motivation. Teachers responses
Like all qualitative research, this study was conducted with a limited sample and its
findings cannot be generalized to a wider population. While conducting this study
we followed the ethical guidelines delineated by BERA (2011).
Self-management
This dimension is related to the enactment of learning goals and the management
of learning resources and support (Garrison op. cit.). In our discussions with
teachers about their self-management with EL4T, three major themes were
identified. The first one combines areas related to process and materials.
Respondents suggested that they are given choice of proactively carrying out the
learning process, resources are available, and approaches suggested.
Core trainers and teacher facilitators advise us to use the EL4T (Male
teacher from Kishorganj)
We are encouraged by the teacher facilitators to use EL4T for our self-
development. They inspire us to use the audios and the wordbook at our
own convenience to learn English. (Female teacher from Nawabganj)
[When we want to use EL4T] we take our mobile phone and our workbook.
Then we play audio and practise with these. (Female teacher from
Sutrapur)
Teachers felt that EL4T is discrete enough to be used in different situations, and
flexible pacing can also be accommodated for their learning. They felt this was a
positive feature of these materials.
I can use EL4T in the school when I do not have any classes. I can use it
in the teachers room, I can listen to the audios even while travelling to or
back from the school. (Female teacher from Kishorganj)
I can use the EL4T in my own time. No one gives me pressure to do it. I can
carry on in my own pace. (Male teacher from Nawabganj)
In Garrisons (op. cit.: 22) view, self-management of the learning process facilitates
and energizes meaningful and continuous learning when learners are given the
choice to proactively carry out the learning process, when material resources are
available, approaches suggested, flexible pacing accommodated, and questioning
Though the teachers appreciated the freedom offered by the existing design of
EL4T, they also voiced the need for direction and some set standards.
It would have been better if there were more help from the teacher
facilitators. We discuss EL4T during the cluster meetings but it is not
extensive, more direction would be helpful. If there were any set standards
to compare against, that would be helpful as well. (Male teacher from
Kishorganj)
We could interpret the first issue raised by teachers, i.e. their need for direction,
as something that could be helped through collaboration with peers. Teachers
concern over this can be regarded as an enactment of how Garrison (op. cit.)
opines that learners control does not mean independence, but collaboration with
other people within the context. The second issue of seeking standards is however
beyond the model under discussion.
Self-monitoring
In EIA teachers are encouraged to reflect on their practice with EL4T in
accordance with their learning tasks and goals. Some of the respondents were
found to set specific achievable goals. However, in many cases responses suggest
that they have general goals but no specific targets for improvement.
Garrison (op. cit.) suggests that to self-monitor the learning process is to ensure
that new and existing knowledge structures are integrated in a meaningful manner
and learning goals are being met. He further explains that responsibility for self-
monitoring reflects a commitment and obligation to construct meaning through
critical reflection and collaborative confirmation. Though teachers responses
suggest presence of goal setting, nothing in the data suggested that teachers did
critical reflection on their learning.
Motivation
EIA shares success stories as well as the achievement of the project and its impact
in the classroom and on the life of the practitioners. Participants of the study
suggest that these encourage them to use EL4T for English learning.
I started EL4T for learning English more and more because I think it is
very helpful to develop myself to speak English easily. (Male teacher from
Kishorganj)
The factors mentioned above can be regarded as the entering motivation for EL4T.
Garrisons model emphasizes the importance of entering motivation as this directly
influences the effort expended on learning tasks. This is the motivational reserve
or fuel that the learners possess when initiating learning experience (Garrison op.
cit.: 27).
According to the respondents, once they start using EL4T they continue as they
feel more confident professionally and socially. In addition, they also seem to draw
motivation from the fact that their repertoire of usable English is enriched through
EL4T.
Learning English through EL4T has boosted my confidence and I can now
easily use English in my classroom. This is very encouraging. (Female
teacher from Kishorganj)
Earlier, I used very simple English. After using EL4T I think I can
communicate with any person in English. I am able to use and understand
complex English now. (Male teacher from Nawabgonj)
Another factor that contributes to teachers continuing to use EL4T is that it is easy,
effective and helpful.
These factors can be considered as the task motivation i.e. the tendency to focus
on and persist in learning activities and goals. We can consider the respondents
as becoming active learners, which should result in directing and sustaining
motivation.
Conclusion
As discussed above, among the three dimensions of Garrisons model EL4T is
very much on par with motivation. A comparatively weaker link was exhibited
for self-management and self-monitoring. Questioning and feedback a key
component of self-management is not focused on in teachers current practices.
Collaboration among peers could be strengthened to reinforce this component.
This could also be helpful for setting up standards and role models for EL4T use.
Overall, better collaboration among the peer teachers within school could improve
the utilization of EL4T for SDL. Critical reflection is the key component that seems
to be underemphasized with regard to the self-monitoring dimension. Teachers
could be encouraged to use a journal to reflect on their learning through EL4T to
help them self-monitor.
References
BERA (2011) Ethical Guidelines for Educational Research. London: British
Educational Research Association.
Butler, D. and Winne, P. (1995) Feedback and self regulated learning: A theoretical
synthesis. Review of Educational Research 65: 245-281.
Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (Sixth
edition). New York: Routledge.
Creswell, J. (2007) Qualitative inquiry and research design: Choosing among five
approaches (second edition). London: SAGE.
Denscombe, M. (2010) The Good Research Guide: for small-scale social research
projects (Fourth edition). Berkshire, England: McGraw Hill Open University Press.
Gay, L. and Airasian, P. (2000) Educational Research: Competencies for Analysis and
Application (Sixth edition). New Jersey: Prentice-Hall.
Merriam, S.B. (2001b) Something Old, Something New: Adult Learning Theory for
the Twenty-First Century. New directions for adult and continuing education 2001
(89): 93-96.
Abstract
This paper discusses teacher motivation through the use of technology. Video is
one of the resources that provide audio-visual input to children, engages them in
active learning, and motivates teachers to use technology in the classroom for
effective learning. The paper mainly focuses on a video film that was prepared on
the text The Jamaican Fragment in the Grade VIII English textbook being used in
government schools in Karnataka. The impact of the video on the teaching-learning
processes in the classroom was analysed and presented in this paper. It was
found that the video helps teachers create a relaxed atmosphere in the classroom
and makes the teaching-learning process a pleasurable experience. As a result
of the video, students had ample opportunities in the classroom to use various
reading strategies such as predicting, summarizing, visualizing and questioning,
and also take part in activities such as language games, story building, miming and
dramatization of the lesson. The video thus helped teachers in designing interesting
tasks and activities to enhance the learning capabilities of second language
learners.
The video has also been used as a teacher professional development tool in
teacher education courses. This has helped teachers gain insights into classroom
management skills, teacher talk and student talk time, and formative assessment
procedures. The video has also had a positive impact on teacher cognition and
teacher preparedness, and has made a positive difference in their professional lives.
Introduction
It is important to develop a package of teaching-learning materials for classroom
use in order to engage children in active learning. As stated in the position paper
on Curriculum, Syllabus and Textbooks of the National Curriculum Framework
(2005), what is needed in current educational practices is not a single textbook
but a package of teaching-learning materials. It is felt that a textbook should
become a part of this package and not the only teaching-learning material.
Why videos?
A teacher has to use a variety of teaching-learning materials in the classroom,
especially to teach a second language like English, as it is challenging for him/
her to sustain learner motivation for one full academic year using a single
textbook. Textbook lessons might sometimes cause boredom to learners due
to the sameness or repetitiveness of lessons and activities (Chou 2010). In
such a context, audio and video resources will help sustain learner motivation.
Also, teaching and learning in many schools is reduced to rote memorization
of questions and answers from the textbook. Resources like the video will help
teachers to design many different activities and make teaching and learning more
effective, interactive and meaningful.
Presently, videos on Grade VIII lessons are being telecast in selected schools
of Karnataka (Bangalore Rural, Chamarajanagara and Gulbarga districts) where
EDUSAT facilities are available.
The Jamaican Fragment was one of the lessons identified as difficult for
Every day I walk a half mile from my home to the rail track lines in the
morning, and from the lines to my home in the evening. The walk is
pleasant. You can see on either side red and green-roofed bungalows,
green lawns and gardens. The exercise is good for me. And now and then, I
learn something from a little incident.
One morning, about half way between my front gate and the rail track,
I noticed two boys playing in the garden of the more modest cottages.
They were both very little boys, one was four years old perhaps, the other
five. The bigger of the two was a sturdy youngster, very dark, with a mat
of coarse hair on his head and coal-black eyes. He was definitely a little
Jamaican a strong little Jamaican. The other little fellow was smaller, but
also sturdy. He was white, with hazel eyes and light-brown hair. Both were
dressed in blue shirts and khaki pants. They wore no shoes and their feet
were muddy. They were not conscious of my standing there, watching
them: they played on. The game, if it could be called a game, was not
elaborate. The little white boy walked majestically up and down, and every
now and then, shouted in a commanding tone at his bigger playmate. The
little brown boy dragged on quietly behind him and did what he was told.
(English Second Language Textbook for Standard 8, 2012, pp. 30-31)
Teachers felt that a video film on this lesson would facilitate better comprehension
of the text. Accordingly, a script was written and a film titled The Jamaican
Fragment was produced.
The script has been prepared keeping the principles of learning a second
language in mind. The film has interesting warm-up and pre-, while- and post-
reading activities. Students in the video try to locate Jamaica on the globe, gather
information about Jamaica from the Internet and present them to the class. The
following are some interesting facts students gathered from the Internet and
presented to the class:
Activities such as field visits, project work, group discussions, role plays and
dramatization have been meaningfully incorporated into the video films. In
these films, learners get ample opportunities to construct knowledge about the
topic, use language for authentic purposes and also develop critical thinking
skills. Attempts have been made to develop various reading strategies such as
predicting, summarizing, visualizing, questioning, connecting and evaluating.As a
post-reading activity, students were encouraged to write a review of the story. The
format for writing the review was given to them (see Appendix 2).
Teachers can use these videos in the classroom to give students further
opportunities to practise various language learning strategies in an engaging
way.These videos have the potential to be used as a learning tool, a teaching tool,
as well as a professional teacher development tool.
Some of these videos were used in a State-level Master Resource Persons (MRPs)
training programme for the new textbooks. The MRPs also used the same videos
when they cascaded the training for high school teachers across the state. All
these resulted in the classroom use of the videos with Grade VIII students.
The questionnaire survey and an informal interaction with the MRPs and teachers
revealed that the video was useful in many ways. The video benefited the
students in understanding concepts and the textbook content better. The MRPs
and teachers were of the opinion that students developed greater interest in
performing activities such as miming, dramatizing, asking and answering questions
in groups because they had seen relevant demonstrations in the video.
Teachers felt that the video was useful to them as it offered a lot of insights into
the designing of tasks and activities for teaching English. Teachers opined that
the video helped them understand how to balance teacher talk time and student
talk time, and learn the importance of developing learning strategies such as
making predictions, reading a text silently, using reference materials and involving
students in group discussions. The majority of teachers also stated that the video
helped them in their planning and preparation.
A few teachers who showed the video before teaching the textbook lesson
observed that students had difficulties in understanding the concept of an island
(Jamaica is an island country), the concept of black and white people living
together in Jamaica, and the blacks being the majority there. Students also had
difficulty in the pronunciation of past tense markers.
A few teachers were of the opinion that the 30-minute video had some limitations.
As there is a new assessment method in practice now in the state, teachers
expected the entire lesson to be taught incorporating elements of Continuous and
Comprehensive Evaluation (CCE).
As far as the trainers (MRPs) were concerned, they observed that the video helped
them in developing reflective skills among teachers. In the training programme,
teachers were encouraged to compare their classroom practices with the ones
shown in the video. The trainers were able to facilitate a meaningful discussion on
classroom processes, the teachers role, the learners role, classroom management
skills, etc. In this way, the video enhanced the quality of the training sessions and
reduced transmission loss that is typical of a cascaded training programme.
The following were some of the suggestions offered by teachers and trainers:
In sum, video materials play a vital role in teaching and learning English as there is
a scarcity of qualified teachers to teach English in schools. These supplementary
resources help teachers in making their classrooms interesting, lively and
interactive. However, these resources are not easily accessible to teachers and
learners in the state. The Department of Education should make efforts to provide
easy and wide access to such useful technological resources. Also, it is necessary
to maintain high standards and quality in the preparation and presentation of such
materials. Making the best use of these resources and providing children with
access to quality education rests in the hands of teachers.
References
Chou, P. T. (2010) Advantages and disadvantages of ESL Coursebooks. The
Internet TESL Journal Vol. XVI (11).
Appendices
Appendix 1: A broad framework for the production of the video film
1 Class: Subject:
2 Name of the textbook lesson
Appendix 3: Questionnaire
Dear Colleague
This questionnaire seeks to examine the usefulness of the video The Jamaican
Fragment for teaching-learning purposes. Please complete both parts of the
questionnaire.
Part A
Name:
Gender: Male/Female
Part B
Abstract
Critical reflection is the analysis of personal experience to enhance learning and
improve future professional behaviour and outcomes. The process and practice
of critical reflection goes beyond a mere recording of experience. Doing critical
reflection involves following a systematic procedure to revisit classroom practice,
analyse the experience, draw inferences from the learning, and planning a
revised procedure based on the learning achieved. One effective model of critical
reflection is the SOAP procedure (Subjective/Objective/Analysis/Planning) that
makes practitioners analyse their experience by revisiting it critically and referring
it to research in the field before planning the next step. Critical reflection thus
helps professionals interrogate their pedagogical practices through objective
procedures, leading to healthier classroom interaction and continuous professional
development.
Critical reflection is a cyclical process: as each plan evolved at the end of one
procedure is transacted in the classroom, the experience serves as content for
the next round. Reflective practices thus become embedded into the pedagogical
Models of reflection
Critical reflection as a pedagogical exercise is not a new idea; the literature on
educational practices report on different models of reflective activities, the most
popular of which include:
The significant departure of this strategy from other models of (critical) reflection
is that the process of reflection does not stop at analysing and learning from ones
personal experience alone. The SOAP strategy includes inputs from others by
referring ones experience to the available literature, others experiences and
observations, and similar forms of objective data.
Lesson objectives
Teaching resources, i.e. the materials and activities used
Methodology
Classroom management
Use of English (i.e. the amount, frequency and purpose for which English is
used in the class by the teacher, and its comparison with students use of
English).
describing what happened: the events, ones thoughts and feelings (content)
describing how it happened: how one acted, how students reacted, what went
well, what didnt (pedagogical process)
discussing why it happened: what were ones assumptions, what were the
students assumptions, how did the physical/linguistic/social environment
contribute to it (context)
Stage 3: Assessment
This involves:
Stage 4: Plan
In this final stage of the SOAP procedure, the practitioner has to plan the future
course of pedagogical action. This can be done by making a SMART plan that
includes:
Typical opinions of teachers on teaching English may range from general issues
such as classroom management or specific beliefs such as whether or not
grammar rules should be taught. Below is a sample of teacher beliefs that may
inform a reflective exercise.
Such beliefs affect classroom pedagogy and, in turn, the articulation of the
experience during the reflective exercise. For example, a teacher who believes
that an English lesson needs to be translated word for word to the students may
not see the relation between this and the students inability to speak English with
confidence. She may then not think it necessary to mention it during subjective
narration (Stage 1), and the issue may remain unresolved during the next three
stages. A plan for future action may then exclude activities for students speaking
practice.
The pair work activity took more time than planned I should have given
instructions before giving away the worksheets and made students repeat
instructions; this would have made students do it quickly.
These springboards will then lead to informed decisions in the Planning stage:
In my next class I will use English, and not Hindi, for giving task instructions,
reading aloud and giving feedback.
1. First I divided the students into groups and then I told them which page to
open. There was a lot of chaotic movement, scraping of chairs and shouting of
group numbers. I got nervous and annoyed when the students began to make a
lot of noise. (What happened; Springboard question: What did I do?)
2. When I divided the students into groups, it became difficult for me to make
myself heard over that noise. It took me a lot of time to quieten them and give
my instructions for the activity. I had not demonstrated how to form the groups.
(How it happened; Springboard: How did it happen?)
3. I divided the students into groups because I feel I needed to organize them
before I made them start working. I did not anticipate the chaos maybe
there was a problem in my planning, or maybe it was a problem with class
management. (Why it happened; Springboard: Why did I do this?)
During Stage 2, objective inputs from oneself, colleagues, friends and other
experienced people are taken, and the experience is also referred to the available
literature in the field.
1. You divided the students into groups before you gave instructions; that may
have been why there was so much noise. (Input from others; Springboard:
What did you do that led to the problem?)
2. Ideas for managing group work (Input from relevant literature; Springboard:
What have other people reported about this experience?)
1. Why did it happen was this your first time organizing group work? Were
there many more students in the class than your expectation? Did you
anticipate this? Did you set a time limit? (analysing experience and inputs;
synthesizing learning)
2. You realized what was wrong, you managed to quieten the class, you exercised
control. (identifying strengths)
3. You did not plan ahead, you did not discuss with peers, you may not have read
about strategies, you do not know which activities to choose for group work.
(identifying weaknesses)
4. Has this happened before? How did you handle it the last time? Have you seen
others doing it did you feel you would do it better yourself? Do you usually
take up academic challenges? (identifying patterns and challenges)
During Stage 4, the analyses and synthesis are translated into doable actions for
the immediate future.
References
Aronson L., Kruidering M., Neihaus B. and OSullivan P. (2012) LEaP: Learning from
your Experiences as a Professional: Guidelines for Critical Performance Analysis.
Available from: www.mededportal.org/publication/9073
Abstract
Systematic reflection is a pathway to professional development. But the capability
to reflect on teaching practice does not develop naturally; neither is it automatically
subject to growth. Hence the paper posits that pre-service preparation must sow
the seeds of reflection and initiate the process of reflective practice for novices. It
shows how tasks can be used to trigger reflection in a set of pre-service teachers.
Four tasks related to critical moments in the classroom are used for the purpose.
Trainees are encouraged to reflect on the action that they are likely to take at those
moments. The following prompts are provided to help them reflect:
Findings reveal that tasks related to critical classroom moments have the potential
to trigger reflection and thereby prepare pre-service teachers to face challenges
in their future careers. Implications for teacher educators (e.g. issues that draw
trainees attention to techniques that cultivate and foster reflection) are discussed.
Introduction
To reflect means to look within to seek answers to queries, and this is true of
teacher learning too. Reflection provides teachers an opportunity to understand
their practice. It enables them to act in a deliberate and intentional fashion
rather than in a blind and impulsive manner and helps them to monitor their own
practice and change it according to what they hope to achieve (Dewey 1933).
However, reflection does not always happen automatically. It is a skill that needs
Aim
The paper demonstrates how tasks can be used to trigger reflection in a set of
pre-service teachers.
Rationale
Teachers must continually reshape their knowledge of teaching and learning.
Teacher education programmes are the platforms where such knowledge is
developed initially. The knowledge and the skills so acquired in the initial teacher
training settings become an essential part of their careers through reflective
practice. Hence a study that demonstrates how reflection can be fostered.
Hypothesis
Using tasks that focus on critical classroom moments helps foster reflection in
trainee teachers.
Review of literature
Wlodarsky (2005) conducts a study on transforming teaching practice
through critical reflection and dialogue. The aim is to examine what teacher
beliefs, through the use of critical reflection and dialogue, facilitate classroom
practices and ultimately develop teachers professionally.
Rosaen et al. (2008) investigate the efficacy of videotapes in helping interns
reflect on their teaching experiences in more complex ways than when they
use memory-based written reflection.
Clarke (1995) explores the applicability of Schons notion of reflective practice
for student-teachers in practicum settings with three aspects in focus: a) what
do student-teachers reflect upon? b) what precipitates reflection? and c) what
factors enhance or hinder reflection?
Lee (2005) reviews the criteria for assessing reflective thinking and
investigates how the process of reflective thinking develops in pre-service
teachers in terms of the content as well as the depth of reflection. The study
offers insights into how to measure the quality of reflective thinking and how to
cultivate reflective practitioners.
Theoretical support
The paper is based on the following theoretical propositions:
Methodology
Eight trainee teachers (TTs) enrolled on a course titled The Second Language
Classroom (TSLC) offered as part of the M.A TESL programme at the English and
Foreign Languages University, Hyderabad were the subjects of this study. Four
tasks focusing on critical incidents in the classroom were used to trigger reflection.
There was a discussion in class on how the trainees would act in these awkward
situations. They were then encouraged to record their reflections in writing and
share them with their peers in order to learn about more options possible in any
given situation.
1. You expected an activity to take five minutes. It has taken twenty so far, and the
Ss still seem to be very involved in it. There is something else you want to do
before the lesson ends in ten minutes.
2. The next activity involves Ss working in groups of five. At the moment all the
rows of desks (which take two students each) are facing the front of the class.
They are movable, but it will take a few minutes of chaos to do it.
3. The students are working in groups of three. Two groups have finished the task
you set them and are now sitting looking bored. The other groups still seem to
have a long way to go before they finish.
4. A student says, I dont want to do this exercise.
The trainees were encouraged to reflect on the critical incidents above using the
following prompts:
Critical incident 2
The next activity involves Ss working in groups of five. At the moment, all the rows
of desks (which take two students each) are facing the front of the class. They are
movable, but it will take a few minutes of chaos to do it.
Critical incident 3
The students are working in groups of three. Two groups have finished the task you
set them and are now sitting looking bored. The other groups still seem to have a
long way to go before they finish.
Critical incident 4
A student says, I dont want to do this exercise.
Response 1
This activity presents different problems that could occur in a classroom. As an
aspiring teacher I have not dealt with these issues yet. However, through this
reflective exercise I can mentally play out such scenarios and plan what I would
do. As I am asked to provide a rationale for my remedy, I have to make sure
that whatever I suggest is logical and attuned to my beliefs about learning and
Response 2
Such reflections are extremely useful. They act as a think-aloud activity where the
practitioner ends up talking to her/himself about the things s/he actually believes
in. These reflections also help to make her/him realize how far s/he actually does
the things s/he believes in, in class.
Response 3
These reflections were very helpful because I was able to imagine and use my
previous experiences in school, as a student, to react to each situation. I think
this helps me prepare a bit before actually going to teach in a real class. When
I actually start teaching, I can ask the same questions and work my way around
problems that might arise in a classroom.
Response 4
Yes, reflections of this kind are useful as they tend to channelize our thoughts,
help us carefully consider the multitude of options, and choose an appropriate
one based on the situation, time available, type of audience, etc. so as to make the
session cordial, interactive and productive.
Response 5
I do think that reflections of this kind are most helpful. They will help teachers to
anticipate impending incidents in a classroom and be prepared with necessary
planning. Planning and evaluation after such incidents will give us strength to cope
with students of different character and levels.
Response 6
I do believe reflections of this kind are helpful. It is human nature to stick to
convenient ways and options in all walks of life. So it may not be rare for many
teachers to stick to lesson plans and be less resilient when they are faced with
all kinds of problematic situations in the classroom. I believe that having the
forethought to ponder on possible what if situations in the classroom will help
teachers to actually deal with real unforeseen problems in the classroom prudently
and fairly.
Findings
Critical incidents have the potential to trigger reflection.
Reflection needs to be structured, at least in the initial stages of training.
Such structuring helps in probing the issue from several perspectives.
Trainees realize that for any incident there are several options available and
that several factors influence the choice of an option.
Trainees perceive reflection as a preparation for future practice.
References
Biggs, J. (1999) Teaching for Quality Learning at University. Buckingham: Open
University Press.
Burns, A. and Richards, J. (Eds.) (2009) The Cambridge Guide to Second Language
Teacher Education. Cambridge: Cambridge University Press.
Moon, J.A. (2000) Reflection in learning and professional development: Theory and
practice. London: Kogan Page.
Moore, Alex (2004) A Good Teacher: Dominant Discourses in Teaching and Teacher
Education. New York: Routledge Falmer.
Osterman, K.F. and Kottkap, R.B. (2004) Reflective Practice for Educators:
Professional Development to Improve Student Learning (Second edition). California:
Corwin Press.
Rosaen, C., Lundeberg, M., Cooper, M., Fritzen, A. and Terpstra, M. (2008) Noticing
Noticing: How Does Investigations of Video Records Change How Teachers Reflect
on Their Experiences? Journal of Teacher Education 59 (4): 347-360.
York-Barr, J., Sommers, W., Ghere, G. and Montie, J. (2006) Reflective Practice to
Improve Schools: An Action Guide for Educators (Second edition). California: Corwin
Press.
Appendix
Reflection sheet
Dear Participant
Write your reflections about the critical incidents we discussed in class and
share them with your peers. Mail a soft copy of your responses to your friends
with a copy marked to me. The data you provide may be used later for research
purposes. But rest assured that your identity will not be revealed when the
information you record is used for research and documentation.
Best wishes
Part I
Personal Profile
Name:
Teaching experience (if any):
Contact no:
Part II
Given below are four classroom critical moments. Imagine that you are the teacher
and reflect on the action that you are likely to take in that situation. Ask yourself
the following questions.
Critical incident 2
The next activity involves Ss working in groups of five. At the moment, all the rows
of desks (which take two students each) are facing the front of the class. They are
movable, but it will take a few minutes of chaos to do it.
Critical incident 3
The students are working in groups of three. Two groups have finished the task you
set them and are now sitting looking bored. The other groups still seem to have a
long way to go before they finish.
Critical incident 4
A student says, I dont want to do this exercise.
Part III
Abstract
This paper explores the use of evaluation criteria as a scaffolding device to help
adult ESL learners plan writing performance. Task-specific evaluation criteria
were shared prior to writing. This made the learners engage in strategic planning
at pre- and within-task performance stages. Learner statements on the nature
of planning were collected through a post-task open-ended questionnaire. The
responses showed that the learners used evaluation criteria to attend to task details
and move from declarative to procedural knowledge of the use of criteria. At later
stages, some of them also used criteria as a monitor to critically revise their work
prior to submission. Hence, as expected, the findings of this exploratory study
show that evaluation criteria help learners move through their zone of proximal
development (ZPD) to a next higher level through a series of writing assignments as
they begin to pay close attention to features of academic writing. The findings have
implications for the ESL/EFL classroom: if teachers design, share and train learners
to use evaluation criteria to plan their performance for what and how to write, then
learners are likely to experience academic benefits.
Introduction
There is a multitude of research on the beneficial role of planning on task
performance as it helps ESL/EFL learners to attend to task details and improve
on either form (Ellis and Yuan 2005) or meaning (Bygate and Samuda 2005) or
both (Sangarun 2005). The beneficial effects of planning are experienced because
when learners get more time they can attend to task details. In addition, planning
reduces the processing load by breaking the task down into smaller manageable
bits. Generally planning is learner driven and most often it is the learners who
come up with strategies to break a task into smaller bits to complete a task. But
can learners be provided with a guideline to plan their performance? Can such
guidelines be provided by sharing task-specific evaluation criteria?
This paper is organized in the following manner. We begin with a brief description
of the role of planning in task performance along with some details on the use of
Role of planning
Planning refers to conscious attention drawn to a task to fulfil a goal, namely,
completing a task. For example in a writing task, like a picture description task,
learners would need to know the following to complete the task successfully:
When learners are given a visual stimulus, it would direct their attention to the
objects in the picture and they would need to figure out a relationship between
the constituent parts of the picture to write a connected text. This activity would
require them to engage in strategic planning (Ellis 2005) whereby they would have
to attend to each of the three task components listed in (1-3) above. In doing so,
they are likely to notice information and orientate themselves to deciding how
best to achieve the goal, here, describing the picture as a written connected piece
of work. So, strategic planning for the task will make them more conscious about
the ideas and the structural forms to be used in the task. In fact, research on the
effect of planning on task performance has shown that learners pay attention to
meaning and in some cases to form when given a chance to plan before main task
execution. So, it is quite evident that noticing through planning positively impacts
ESL/EFL learners task performance. The nature of gain, however, may vary in
different conditions and due to individual differences; and the gain can be anything
from language to content to organization.
Research in the last two decades has shown that strategic planning works best
when learners have the time to focus on task components and their proficiency
levels are advanced enough to handle task complexity (Ortega 2005; Kawanchi
2005). Though there have been quite a few studies that have documented the
product that emerges out of planning, very few studies have documented planning
as a process or what learners do to plan their performance. One such study is by
Ortega (ibid), where she documents learners perceptions and strategies during
planning through post-task interviews. The findings show that learner-driven focus
on strategic planning initiates cognitive and socio-affective domains of thought
processes.
We were also interested in finding out the process of planning in adult ESL
learners, as this area has not received much attention. So our study was designed
along the lines of Ortegas study. One added component in our study was that we
incorporated evaluation criteria to aid learner planning. This we expected would
generate strategic planning in adult ESL learners.
In this study, we posit a third role of evaluation criteria, namely its potential for
being used by learners during task performance under an unpressured formative
assessment situation. This role can be utilized if task-specific evaluation criteria are
shared with learners prior to their task performance. It can transform evaluation
criteria from a rating device to a scaffolding device (Vygotsky 1978) and help
learners plan their performance in a streamlined manner. It is likely to direct their
attention towards the goal such as completing a written assignment following task
requirements. Used over a period of time, it would help learners gradually become
independent when they apply this knowledge to newer contexts of writing (Bloom
as cited in Krathwohl 2002) and experience growth in writing skills.
The study
Whether ESL learners engage in strategic planning when given evaluation
criteria formed the base of the present study. The learners who participated in
the study were given task-specific analytical evaluation criteria at four levels of
performance with a tripartite structure (content-language-organization); each
criterion was fine-tuned to suit the needs of each task (see the Appendix for a
sample task and criteria). It was expected that these evaluation criteria would
serve as a scaffolding device to help learners plan their performance and direct
their attention to noticing finer details about task requirements. Note that neither
were the learners explicitly asked to use the criteria to plan performance nor
was any monitoring done during the task completion phase to check whether
they used the criteria and/or in what manner they had used the criteria. This was
deemed as unnecessary as the tasks were part of formal assessment. We expected
the learners to use the criteria and assumed that if they use evaluation criteria
meaningfully, it would positively impact their task performance.
Research questions
The study attempted to address the following research questions:
Subjects
Eleven adult ESL learners enrolled on a doctoral programme in an Indian university
participated in the study. We did not conduct any proficiency test. Based on
other writing samples it was concluded that all the learners were at an upper
intermediate level of proficiency in English. There were six female and five male
Task design
At the time of the study, the learners did a course on Language Testing and
Assessment as part of their doctoral programme. In this course, a formative
model of assessment was used with periodic assignments and an end-of-term
project report and a term paper. For each assignment, the learners were provided
with task-specific analytical evaluation criteria (refer to Appendix 1) that had
descriptions of performance across three levels. The learners were given the
criteria before they performed on each task. (The criteria were also used to
evaluate their performance later.)
A free response questionnaire was used to tap learner reflections on the process
of planning. The comments were collected after they had completed all the writing
assignments on the course. The three questions in the questionnaire included to
make the learners respond to use of evaluation criteria are given in Figure 1 below:
2. With every task prompt you were given evaluation criteria. How did you
respond to it when you used it for the first time (in your presentation and first
write-up on research use of language tests in your project)? By the end of the
course did your response to using evaluation criteria to plan and write your
assignments change (improve/left you confusedetc.)? If yes, then explain how.
3. Was it difficult to use the criteria to write your responses or did it make your
job easier? State your opinion and briefly explain it.
Learner responses from such questions will provide us evidence of how learners
plan and orientate themselves to meet the task requirements satisfactorily. If
they do so successfully, then this procedure will have significant pedagogical
implications for ESL/EFL teachers.
noticing specific Evaluation criteria are very useful because they object
details in the guided me what content I have to use, how to directed
assignments organize the content and what style of language I
have to produce for the assignments []The aspects
for all the assignments given in the evaluation
criteria are same i.e. content, organization and the
language but the instructions for each assignment
are different. These instructions are very helpful as
a checklist to complete the assignment in the right
manner. (AN2)
reflecting on The first time when I used the evaluation criteria, self-
problems and I followed them strictly. For every section or for directed
working on them every new idea that I put down, I would look at
the evaluation criteria given to me. But eventually
I started using the evaluation criteria in a mature
way. Instead of using them constantly, I started
using them at the end of my writing to bring in
organization to my writing. (JA1)
Table 1 shows that evaluation criteria have been used by learners in a variety of
roles. Their responses capture instances of self-talk (OMalley and Chamot 1990:
217) and object and self-directed statements (Leontiev 1981). These could be seen
as evidences of learning where the evaluation criteria have acted as a scaffolding
3. Do they experience any change in their perception when using criteria across
tasks over a period of time?
Learners reported that in the initial stages it was either difficult to use the criteria
or they did not know the value of using them; but in the later stages they used
them at greater length, mostly as a monitor (Krashen 1982) to critically review
their work before submission. So learners were found to move from declarative to
procedural knowledge (Anderson 1983) in using criteria to plan their performance.
(Cognitive, associative, and autonomous are three stages through which learners
move from declarative to procedural knowledge according to Anderson in his ACT
theory.)
4. Why could the learners strategically plan and experience benefits using task-
specific criteria?
The learners were given divergent problem-solving activities, which necessitated
planning. The assignments were not strictly timed; on each one they could spend
anything from a week to a month. So for each assignment the corresponding
evaluation criteria acted as a resource to decrease the processing load (Skehan
2009). Under normal circumstances, learners only have extra time at their disposal
but they have to work out the guidelines or choose ideas on their own. However,
in this study the learners did not have to generate ideas on their own; instead
they could pay attention to what information to present and how to present it in a
streamlined manner. So the criteria acted as a set of guidelines and directed their
attention to the key ideas to be presented and other discourse structure features
like text-specific organization of ideas and presentation of content following
standard academic conventions like formality of tone, no plagiarism, hedging to
produce the required effect of objectivity, and so on. In this manner, the criteria
made all the task components salient (Pienemann 2007) to the learners and
helped them complete the task to their satisfaction. Otherwise, as their comments
show, they could not have performed in a streamlined manner. Thus, the criteria
acted as a scaffold to help them perform better than they may have done
otherwise, and this can be seen as an instance of their movement within the ZPD.
1. made task components salient (Pienemann ibid.) and orientated the learners
to attend to details like what should be presented and how it should be
presented
2. broke down the tasks into smaller and manageable bits thereby reducing the
processing load (Skehan ibid.)
3. helped them engage in strategic planning over a period and through a
variety of writing tasks; so the learners moved from cognitive to associative
processing (Anderson op.cit.)
This is a small-scale study and has only tapped whether learners use evaluation
criteria to plan task performance when they work in an unpressured condition. It
has, like Ortegas study (op.cit.), shed light on the process of planning. The product
of planning or its effect on writing performance will be taken up as an extension of
this study later. Further studies can be undertaken to understand the generalizable
effects of evaluation criteria as a device to generate strategic planning and
whether the effects are linked to other variables such as task type or learners
proficiency levels or individual differences. Such investigations will show whether
learners attest experiencing similar positive effects in a robust manner.
Conclusion
To conclude, the findings of this study demonstrate that evaluation criteria
can be employed to generate strategic planning in adult ESL learners. This is
pedagogically significant. Teachers can incorporate evaluation criteria into tasks
and document (i) what the benefits of using them are, (ii) which learners benefit the
most, and (iii) which task types and task conditions generate maximum benefits.
Hence, there is much room for experimentation.
Lastly, it is also important to mention that in this study we have used evaluation
criteria to help learners engage in strategic planning in a content-based course.
But a similar process can be adopted in any ESL/EFL writing classroom and
teachers can study the benefits of strategic planning through the use of evaluation
criteria and document various learner-driven strategies employed thereby.
Acknowledgement
An earlier version of this paper titled The impact of evaluation criteria on writing
performance: A study of pre-service English teachers was presented at TEC14 on
20 February 2014. Professor Geetha Durairajan was a co-presenter. I thank her for
reviewing this paper and giving me her valuable comments.
References
Anderson, J. (1983) The architecture of cognition. Cambridge, MA: Harvard
University Press.
Bygate, M. and Samuda, V. (2005) Integrative planning through the use of task-
Ellis, R. and Yuan, F. (2005) The effects of careful within-task planning on oral
and written task performance in R. Ellis (Ed.) Planning and task performance in a
second language. Amsterdam: John Benjamins Publishing Company.
OMalley, J.M. and Chamot, A.U. (1990) Learning strategies in second language
acquisition. Cambridge: Cambridge University Press.
Appendix
Task prompt
A proficiency test paper is given to the learners. They have to analyse it with the
help of the following instructions and task-specific evaluation criteria.
Evaluation criteria
Abstract
This study investigates Yemeni EFL students perceptions, attitudes and challenges
on integrating Facebook Interaction (FBI) to improve their essay writing. The teacher
researcher conducted this study to provide a platform to uncover pedagogical
implications that would allow the students to improve their writing skills in a Yemeni
EFL context. Fifty Yemeni higher-intermediate EFL learners participated in this study.
The researcher created three FB groups and the respondents were required to take
part in FBI. An online questionnaire, encompassing 17 closed-ended questions and
three open-ended ones, was used to measure students perceptions, attitudes and
challenges. The findings indicated, besides positive attitudes, that FBI helps students
effectively in becoming familiar with the writing topics, forming better thought,
brainstorming and mind-mapping, reducing spelling errors, as well as acquiring and
practising new vocabulary. Though this study shows that typing and time pressure
are major challenges faced by students, further research should be recommended
to investigate other challenges that arise as a result of FB integration.
Introduction
With the current innovative technology and the easy access to information,
present generation learners are fundamentally different from past generation
learners. According to Prensky (2001), people who grew up with technology
around them are called Digital Natives for our students today are all native
speakers of the digital language of computers, video games and the Internet
(Prensky ibid: 1). People who grew up in a different world and have later adapted,
sometimes with difficulty, to the new digital world are called Digital Immigrants as
he defines Those of us who were not born into the digital world but have, at some
later point in our lives, become fascinated by and adopted many or most aspects
of the new technology are Digital Immigrants. (Prensky op.cit.).
FB and writing
The interactive feature of FB is believed to provide students with great
opportunities to practise their writing. In other words, students post their written
pieces, receive comments, write and post their own comments, replying to other
FB group members. Therefore, this interactive communication enables students
to actively engage in the writing process and improve their writing skills (Schultz
2000, as cited in Zhao 2003). Also, the computer-based grammar checkers and
spelling checkers, that students use from time to time while interacting on FB
groups, are considered to be powerful ways of providing immediate feedback on
their written output (Jacobs and Rodgers 1999, as cited in Zhao 2003). Further,
the use of FB is deemed to have a positive impact on boosting students motivation
and attitude (Kabilan, Ahmed and Abidin 2010).
However, there are a number of challenges that should be taken into account when
incorporating Web 2.0 tools in teaching/learning. These challenges are embedded
in the risks that are associated with the use of SNSs in general and FB in particular.
Those risks include users safety (Selwyn 2007), identity theft, bullying, stalking,
even blackmailing (Gross and Acquisti 2005, as cited in White 2009). Besides, time-
management is another issue that may emerge as a result of students using FB to
hang out (Selwyn 2007).
Methodology
FB utilisation
This study was carried out at AMIDEAST-Sanaa, which is a US-funded non-profit
educational service organisation based in Sanaa, in July 2012. For the writing
pre-task, the teacher researcher created three different FB groups (see Table 1)
and required the students to participate in those groups for 20 minutes, in the
computer lab, every time they had an essay writing task. Having finished their FBI,
students were required to go back to their classes and start writing their essays
(the task).
In the FB groups, the teacher researcher posted an essay topic, each time there
was an essay writing task, for students to enrich with their views as well as images,
videos and other relevant hypermedia of their own choice. The time of each
writing session was two hours (one hour for the teachers writing lesson delivery
plus one hour for the writing task) and the total number of the writing sessions
was six, as a part of a six-week course, at the end of which students were asked to
respond to an online survey.
Participants
Fifty higher-intermediate students, 28 males and 22 females, studying English as a
Foreign Language (EFL) in three classes participated in this study. The respondents
were in three different classes (same EFL level) and had three different FB groups,
created for the purpose of an essay writing pre-task.
Instrument
An online mixed method (quantitative and qualitative) survey with Google Forms
was utilised in this study. This survey was made up of three parts, the first of which
is about students personal information (demographic data) such as name, age,
and gender. The second part of the survey encompassed 17 items with a four-
Procedure
The teacher researcher administered the online Google Forms survey at the end
of the six-week course by sending its web address link to the FB groups. Then,
he convened all the students in the computer lab. After providing them with
clear instructions and advising them to read all the items carefully, the teacher
researcher urged the students to respond to all of the items to the best of their
knowledge and honestly. All 50 students responded to the online questionnaire
and, therefore, the return rate was 100%.
Demographic Data
The majority of the students responding to the questionnaire were between 18 and
20 years old 56% of the students were male and 44% were female.
Students perceptions of improving their writing through the use of FBI as a pre-task
Items 1-7 of the questionnaire were designed to find out the respondents views
on how FBI helped them improve their writing. Those responses are grouped under
two main categories Cumulative Agree and Cumulative Disagree as shown in
Table 2 below.
From the table above, it is clear that the majority of the students (above 80%)
agree that FBI is of great help when it is utilised in essay writing pre-tasks. The
responses indicate that FBI can help students become familiar with the writing
topic, brainstorming and mind-mapping, reducing errors, forming better thought
before they start writing, acquiring new vocabulary, as well as practising this
vocabulary.
The responses above are also in line with the answers to the first question of
the qualitative section of the questionnaire. Gaining new vocabulary, practising
vocabulary, flow of ideas, and improving spelling were mentioned frequently in
respondents answers. Examples of those comments are as follows:
The repetitive practice for writing helps teach us practically the correct way for
using vocabulary.
Usually, interaction on Facebook gives me more information and more new
ideas. First, the interacting in the Facebook helps me in finding new ideas for
my topic. Second, I can get two or more different opinions from interacting in
Facebook.
The more I write comments in English, the more I get acquainted to thinking in
English and writing directly my comments without the need to translate.
It appears from the above-mentioned comments that FBI helps students a lot
in their writing when it is used as a medium for writing pre-tasks particularly in
brainstorming, mind-mapping, obtaining and practising new vocabulary, as well as
improving spelling.
As shown above in Table 3, the highest percentages are associated with motivation
(98%) and convenience (96%). Students feel motivated and encouraged when
other FB group members like their comments and posts and they do not seem to
mind that other FB group members read and comment on their posts. Additionally,
when students interact with each other over topics on FB group, the majority
like to discuss on FB group before meeting in the classroom (84%), feel ready
and prepared to write after discussing topics on FB group (80%), and find it
comfortable commenting and receiving comments on FB group.
Yes, it is. In making me willing to study more and discuss with friends, I mean it
helps me exchange ideas and opinions.
Yes it does. It helps motivate me when using new vocabulary, also when I
comment and respond to others comments. This motivates me to write and
practice more.
Sure it does. If my group-mates like what I say and I will be happy and
encouraged to write what we discuss.
Table 4: Challenges faced by students while utilising FBI for their writing pre-task
As can be seen in the table above, the majority of the respondents (68%) agree
with the researchers prediction that typing on the keyboard is one difficulty
the students have to deal with and the teacher has to address and bear in mind
when utilising FBI. Contrary to the researchers prediction that FB graphics and
hyperlinks are a source of distraction, the majority of the respondents (52%)
disagree with that. However, the majority of the respondents (65%) agree that they
have to double-check before they post any comment or other pieces of writing
and frequently use an e-dictionary while interacting on FB.
The findings above are also in line with the answers to the second question of
the qualitative section of the questionnaire. In their answers to this question, the
respondents highlighted typing, double-checking, consistency of ideas, time limit,
and misunderstandings as major challenges they face while working on FB. Here
are some examples:
References
Blake, R. J. (2009) Brave New Digital Classroom: Technology and Foreign Language
Learning. Washington: Georgetown University Press.
Boyd, D. M. and Ellison, N. B. (2007) Social network sites: Definition, history, and
scholarship. Journal of Computer-Mediated Communication 13/1: 210-230.
Chapelle, C. A. (2005) Hints about call use from research. PacCALL Journal 1/1:
1-8.
Prensky, M. (2001) Digital natives, digital immigrants. On the Horizon 9/5: 1-6.
White, J. (2009) The use of Facebook to improve motivation and academic writing.
Proceedings of the Third International Wireless Ready Symposium. Available from:
http://wirelessready.nucba.ac.jp/white2009.pdf
Abstract
Teachers are increasingly expected to demonstrate an understanding of testing
as part of their ongoing engagement with monitoring their students as well as
sometimes advising on external tests. But what makes a good test? And how do
we know that a particular test is appropriate for the student it is testing? Testing
is driven by theory, practicality and, increasingly, how the test affects the focus of
activities in the classroom. When evaluating or writing a test we need to consider
three important principles of testing: validity, reliability and impact. This paper
describes each of these factors and why they might be important for a teacher to
be aware of and understand. It also considers their relationship to ethical practice
and how this impacts on the teachers responsibility to their students. It offers
examples of some familiar objective test items such as multiple choice as well as
productive tasks in speaking and writing and outlines some rules for test writing
which teachers can apply when evaluating or writing tests.
Introduction
There is a recognized increasing need for teachers to know about assessment.
This is across all subject areas and has a range of benefits both to the teachers
themselves and to their students. This is especially true in language where,
with such a wealth of material on offer, both as books and through the Internet,
teachers are shifting towards becoming curators of resources for their students
and have to be able to evaluate the usefulness and impact of working with those
resources.
At the same time, testing has now become part of the narrative of a learners
progression rather than solely an event at the end of learning, and so there is
a greater focus on ongoing assessment via formative testing. This means that
teachers are involved in a much greater variety of assessments across the cline
from diagnostic to high stakes external tests. In practical terms teachers need to
be able to identify good and bad tests in, for example, coursebooks, whether tests
are assessing what the teacher or students desire to be assessed, how to interpret
scores, how a test might impact positively or negatively on learning, and even to
design and write tests themselves.
Testing principles
The very first thing that a teacher needs to understand are the core principles
behind testing. These again apply across all subject areas but can vary in
importance and focus depending on the type of test a teacher wishes to deliver.
These core principles are validity, reliability and impact. These apply to all tests and
test items whether those tests are constructed of objective items (such as multiple
choice) or productive tasks for speaking and writing.
1. Validity
Test validity has many strands but a key focus for teachers would be whether
or not tests are testing what they intend to test and this also relates to the
conclusions that can be drawn from the scores on the test. We need to trust that
the test is giving us the information we need to know. This principle of testing is
crucial as it relates to fairness. Fairness is not just about reporting scores but has
a more ethical dimension. Any form of assessment and especially failing that
assessment can have an impact on an individuals self-esteem or sense of self-
worth so we must ensure that any tests we impose on students are completely fair
both in what they are testing and in how they test.
The very first thing we need to identify is which skills or abilities we are
measuring. These should only be ones which have been an objective of the
learning programme. In other words, we must make sure a test does not assess
competences that a learner might not have had access to or practice in.
Superficially this may look a reasonable task. It is asking for a review, which the
teacher has covered in class, and the reading input is short and clear so should
not interfere with the students ability to do the task. However, although this might
work well in the classroom where a lot of support can be given, it is challenging as
a test item as it relies on the candidates having been to an exhibition and/or being
able to visualise such. Even then they need to be able to capture that visualisation
in words. This is very hard in our L1 so how fair is this for a learner? It potentially
excludes those whose fluency does not work in this way. It may make those not
familiar with this context nervous and this will add to their underperformance. So is
this task really testing writing? And is it fair?
2. Reliability
Reliability is a testing principle that focuses on how reliable scores are and whether
a test is consistent over time. This is a strong feature of testing organizations and
awarding bodies and can be challenging for an individual teacher to manage. High
stakes external tests especially undergo rigorous trialling processes and statistical
analyses to ensure that a test measures each student in exactly the same way that
test items are consistent with the level and with previous versions and that any test
tasks which are marked by examiners are being assessed in a standardized and
reliable way. This again relates to fairness both candidates and test users (e.g.
universities or employers) need to know that every student with a certificate for a
particular test has been measured in the same way.
3. Impact
This is arguably the most important testing principle for a teacher, even if they
are only assessing external tests to approve. All assessments can potentially have
important effects and consequences within a classroom (washback), within an
education system, and within society more widely.
Lets look at an example of a writing task for students learning business English.
Imagine you are running a large company. Write a proposal saying what
you would do to increase sales. Write no more than 350 words.
This ostensibly looks like a reasonable task for the context. It is certainly focused
on business and targets proposal writing a very important genre in the business
world. So we could argue this has real-life relevance (context validity) for the
learners and would demonstrate to someone external how far the candidate
would be able to perform this task in the real world (predictive validity). The task
input is short and straightforward so there are no apparent variables to affect the
assessment of writing. Nevertheless, this task has significant problems. Firstly, it
is not only highly unlikely that the range of learners taking this test would have
been in the position of running a large company so the candidates are asked to
role play something they have no experience of. Secondly, even assuming they
were business leaders, it is rather implausible that a Managing Director would
write a whole proposal with this focus in 350 words. Finally, we should look at what
impact this task might have on learning. In preparing for this task, the teacher
would be obliged to ask learners to imagine themselves in a very senior role which
they would not be required to do in real life. Also their language learning would
be distorted into squashing complex ideas and unquantifiable information into an
inappropriate summary to no good end as no one would be asked to do this in
real life. A better task might be to ask candidates to write a proposal saying how
their team or department might save money or cut costs. This is constrained so
better suited to the exam format (i.e. 350 words) but still targets proposal writing
and the language of suggestion and persuasion.
Features of items
As mentioned above, test items generally separate into productive tasks and
objective items.
1. Productive tasks
The benefits of setting productive tasks are that they usually reflect real-life skills
that the students will need, they can create highly positive activity in the classroom
because of their relevance, and they also allow students to offer their own input
which can be very motivating. When setting these tasks for Speaking or Writing,
teachers should check that the tasks are:
2 Objective items
Objective test items are frequently used to test reading and listening skills as well
as specific grammar and vocabulary knowledge. They are likely to be the type
of test item that teachers have most familiarity with because they often appear
at the end of coursebook units as well as in school summative tests. The focus
of discussion here is on multiple choice items as they are the core of objective
testing and many rules which apply to multiple choice apply also to other
objective items.
a stem or question
options which consist of a key and generally 2 or 3 distractors or wrong
answers.
However, items such as these break many of the rules for multiple choice
questions for language.
The stem/question does not guide the students on where to listen in the text.
The options are of varying lengths.
The options have a different grammatical structure.
The options are positive, negative and in between. This means they are not a
true test of language understanding as if a student is considering one he will
automatically reject the opposite option so they become highly guessable.
There are other more detailed rules to follow and there are many websites that
discuss and outline the necessary features of objective items. Teachers would be
advised to apprise themselves of these rules so that they can become expert
judges and satisfactory writers of such items.
Summary
What has been outlined is the need for all teachers to be aware of testing
principles because of the impact which tests have on the test taker. Teachers
need to pay special attention to aspects of fairness, accessibility, authenticity and
impact (or washback). When evaluating or writing tasks for writing and speaking,
check that the tasks are fair and real. When evaluating or writing multiple choice
items, ensure the items follow the rules, otherwise they are not only unlikely to
give you reliable information about the learners progress but they may also be
unfair on the candidate.
Although all tests should ideally encompass all the principles of testing, in fact the
strength of each feature is likely to vary according to what type of test is being
applied. So you might find, for example, that validity is the critical principle in any
formative tests you run, whereas reliability might be a strong feature of summative
or external tests. Impact will always be important as it dictates how any test will
affect classroom practice.
Abstract
West Bengal recently revised the curriculum for the 2-year D.El.Ed. (Diploma
in Elementary Teacher Education) in line with the recommendations of NCFTE
2009. A number of innovations have been proposed and transactional modalities
recommended in the newly developed curriculum and syllabus for school education
in the state. To improve the quality of teaching of English, changes have been
suggested in the curriculum of second language teacher education for the
elementary level. First-hand experience of working in a group that developed
the revised SLTE (Second Language Teacher Education) curriculum for D.El.Ed.
motivated me to investigate the current reality of SLTE at the elementary level and
find out conditions necessary for successful implementation of the innovations. The
paper discusses three areas viz. content, approach and evaluation of elementary
SLTE, where innovations have been proposed. Emphasizing the importance of
properly equipped teacher educators with mastery over discourse norms, the paper
tries to find ways of empowering teacher educators to make innovations successful
at the grassroots level.
Introduction
West Bengal has revised the curriculum for elementary teacher education keeping
in view the expected transactional modalities in real classrooms at the school
level. A number of innovations have been proposed to align the D.El.Ed curriculum
with the National Curriculum Framework for Teacher Education or NCFTE (2009;
2011). The changed approach in teacher education is a corollary of the National
Curriculum Framework or NCF 2005 that recommends a classroom where teachers
are thought of as facilitators in the construction of knowledge. The Right of
Children to Free and Compulsory Education Act 2009 again makes it mandatory
for every teacher to be trained as per NCFTE. The experience of working with a
group of experts to revise the curriculum framework for the 2-year Diploma in
Elementary Teacher Education or D.El.Ed. inspired me to investigate the feasibility
of implementing the new curriculum in the state. I start with a brief description
of the context of teacher education for elementary level in West Bengal. Next, I
present an outline of the innovations proposed in elementary Second Language
Teacher Education (SLTE). This is followed by my investigation about the real
context to adapt the innovations. I conclude with a few suggestive measures that
would facilitate the successful adaptation of the innovations.
The teacher education institutes catering for elementary level teacher education
are District Institutes of Education and Training (DIETs) and Primary Teacher
Training Institutes (PTTIs). Before 2013 administrative concerns of both DIETs and
PTTIs were looked after by the Directorate of School Education and their academic
interests were taken care of by WBBPE. The D.El.Ed. examination was conducted
by WBBPE. SCERT was mainly involved in research under various projects of the
National Council of Educational Research and Training (NCERT). At times they
organised the training of teacher educators from DIETs and PTTIs. However, a
change came about in the teacher education system of the state in January 2013
when SCERT was empowered to take care of both administrative and academic
aspects of the DIETs.
However, PTTIs remained under the dual control of WBBPE and the Directorate of
School Education. In the changed scenario the Government entrusted SCERT with
the responsibility of revising the curriculum framework for D.El.Ed. in February
2013. Subsequently, workshops were organised in two phases by SCERT for
aligning and calibrating the D.El.Ed curriculum for the state in the light of NCFTE
2009 and 2011. On 20 March 2013 the final draft of the revised D.El.Ed curriculum
was handed over to the Government.
Innovations proposed
Outline of the proposed curriculum
The two-year programme will consist of thirty courses, twenty-four of which
will be theory-based and six practicum-based. These thirty courses will cover
seven curricular areas spread over four semesters. However, my focus is on the
innovations proposed for Second Language Teacher Education in this curriculum.
It is worth mentioning that the current curriculum has only one course for
training ESL teachers. This course comprises the content of teaching ESL and
the methodology of teaching English. Experience shows that this course with a
very traditional content and approach can hardly prepare ESL teachers for the
challenges of an ELT classroom that follows the constructivist approach. Hence
changes are proposed in the course content to equip teachers with content
knowledge, pedagogical content knowledge and curricular knowledge
(Shulman 1986: 7).
Bearing in mind the concepts mentioned above, we proposed that the mode
of transaction should be interactive or participatory. Interactive learning and
teaching would take place through:
Any of these modes may be used for internal assessment in each semester as
found appropriate for the specific courses being taught. Thus initiative will be
taken to use reflection not only in classroom transaction but also in evaluation.
The division of marks for theoretical courses will be 30% for internal assessment
and 70% for external evaluation. However, it may be worth mentioning what Akbari
(2007) said about the conditions for successful implementation of reflection in
classroom teaching. In her opinion, effective reflection would be impossible unless
a sound grasp of its basic principles is established and a mastery of the discourse
norms and features of the community is established.
Findings
Lack of coordination
The data collected from elementary teacher education institutes and SCERT
shows that there are 16 DIETs, 22 Government PTTIs, 22 Government-aided
and Sponsored PTTIs, and 115 Private PTTIs to take care of elementary teacher
education in West Bengal. SCERT looks after the academic and administrative
aspects of DIETS but PTTIs are controlled by the West Bengal Board of Primary
Education (WBBPE) and the Department of School Education. Teacher Education
Institutes for upper elementary and secondary levels on the other hand are under
the Higher Education Department. The Department of School Education has no
connection with these higher education institutes.
WBBPE is empowered to look after the curriculum and syllabus of the lower
elementary level, i.e. grades I-IV in school. However, the D.El.Ed examination
(preparing student-teachers to teach till class VIII) is conducted by them. Till 2013
the curriculum and syllabus for D.El.Ed were also developed by this Board. Hence,
lack of coordination and lack of accountability is apparent in the elementary
teacher education system of West Bengal.
Classroom reality
The lecture method is still the predominant transactional mode with occasional use
of PowerPoint presentation. At times student-teachers may be asked to reflect on
classroom activities in the feedback sessions but there is no scope for structured
The Preface to NCFTE 2009 mentions that the new concerns of the school
curriculum and the expected transactional modalities need to be emphasized
in designing the curriculum framework for teacher education. The latest West
Bengal textbooks of ESL are based on the constructivist approach. Hence,
student-teachers should also experience the same approach in teacher education
institutes. As Korthagen (2001) posits, if the children to be taught by student-
teachers need to develop a problem-solving attitude in their life, they need to
develop reflection skills. The student-teachers learning to reflect on their own
experience is an important preparation for enabling their students to gain the
capacity for independent and continuous learning.
Conclusion
The innovations proposed for elementary ESL teacher education are expected to
prepare student-teachers to implement the constructivist approach in ELT in West
Bengal. However, two main issues need be resolved for successful implementation
of these innovations the dearth of second language teacher education faculty
and appropriate pedagogical content knowledge. Whether SCERTs plan can
resolve the issues is yet to be seen. From my long experience of West Bengal
INSET it seems very difficult to identify an adequate number of properly trained
INSET teacher educators who would be able to do justice to the innovations
proposed. Secondly, mere short-term training by the British Council may not be
empowering enough to enable INSET teacher educators to help student-teachers
construct and reconstruct concepts on the pedagogy of English.
References
Akbari, R. (2007) Reflections on reflection: A critical appraisal of reflective
practices in L2 teacher education. System 35/2: 192-207.
Report of the Joint Review Mission on Teacher Education, West Bengal, 2013.
Accessed on 04/01/2014 from: http://www.teindia.nic.in/Files/jrm/JRM_Reports/
JRM_Report_WB.pdf
Richards, J.C. (2008) Second language teacher education today. RELC Journal
39/2: 158-177.
Schn, D.A. (1987) Educating the Reflective Practitioner. San Francisco: Jossey Bass
Abstract
This paper focuses on promoting reflective skills among trainee teachers for their
professional growth in distance ELT teacher education programmes. It is an attempt
to analyse how activities in print materials in such distance programmes can be
designed effectively to stimulate reflection. As print materials are still the dominant
medium of instruction in distance ELT programmes in India, the deliberations will
hopefully have significant implications for the teaching-learning process in such
contexts. There are many recent studies that consider reflection as a crucial tool
for learning and suggest strategies to foster reflection among learners. But in a
distance education system, the measures to be adopted for promoting reflection
need special consideration, different from those in regular education. Print materials
need to be used optimally to help compensate for the physical gap between
learners and teachers in such a context. The paper offers some suggestions on how
teacher support can be built into distance learning print materials to encourage
trainees to reflect, and highlights this as a special need of distance education
teacher trainees. Some materials from an existing distance ELT programme will be
used to illustrate the case.
Introduction
Distance education pedagogy is different from regular education pedagogy
in many ways. In distance education, the basic feature is that teachers and
learners are separated physically from each other for most of the time during a
programme of study. This makes education possible/convenient for in-service
professionals, married women with family responsibilities, and other persons who
cannot attend classes in the face-to-face mode due to personal or professional
commitments, problems or responsibilities. This feature of distance education,
which also basically differentiates it from regular education, requires the adoption
of instructional design suitable for a distance mode. Efforts are being made to
build teacher support in the materials in such a programme. With the advent of
technology, course designers use both synchronous and asynchronous ways
of course delivery to increase support to the learners. On the whole, course
designers of a distance education programme need to adopt an approach and
pedagogical strategies significantly different from those in regular education.
What we can do
It is often stressed that distance print materials need to be self-learning, self-
directed, self-explanatory, and self-guided so that learners/trainees can easily use
them on their own. But just presenting content in a simplified way will only spoon-
feed the trainees rather than hone their skills. So it is essential to give them scope
to think, contextualize knowledge and learn at a deeper level. That demands a
A demonstration
In the following sections, I will try to present a demonstration of how we might
incorporate reflective activities in the text. For this purpose, I will use a model
originally propounded by Benjamin Bloom, which was later revised, i.e. Revised
Blooms Taxonomy (Anderson and Krathwohl 2001).
As shown by the arrow, the model presents a continuum from lower-order thinking
skills to higher-order thinking skills. Though this is not a direct model for reflection,
I think that the continuum in this model is appropriate for promoting reflection
among distance trainees. This will become clear as we go through the revised
design of a text.
Language Transfer/Interference
(Stage: Remember and understand)
a. English is not our mother tongue. In most cases in our daily life, we talk in our
mother tongue, i.e. in Tamil, Telugu, Assamese, etc. So when we speak in the
second language, i.e. English, it is often influenced by our mother tongue. This
is called interference or language transfer.
b. For example, Assamese people often find it difficult to pronounce /f/ or //
because it not there in their mother tongues. So while speaking in English,
they often pronounce ship as /sip/ instead of /ip/ and /phan/ instead of
/fn/.
c. Have you ever noticed such influences among the people in your region? If
yes, make a list of them below. (If you are an in-service teacher, you might
think of your students coming from different regions, and note if you observed
any such influence among your students.)
..
(Stage: Apply)
Now think of some more examples of positive and negative transfers from your
own mother tongue to the English language. Make some notes in the following
space.
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
(Stage: Analyze)
How do you think language transfer is relevant to language teaching? In the
case of positive transfer, we do not need to worry at all. But negative transfer
calls for specific strategies for language teaching. As a language teacher,
which of the following things would you do with your students if you find
negative transfer?
1. Ignore it.
2. Explain the concept of negative transfer.
3. Ask students not to be influenced.
4. Design activities focusing on areas of negative transfer to minimize it.
If you are aware of negative transfer among your students, it will help you
identify the areas to work on to help your students improve their English.
For example, if you find that many of your students find it difficult to use the
verbs drink and eat because there is one single word to refer to both in their
native language, you can design activities around this learning point. So we
can see that Option 4 given above is correct.
Now look at the following case study.
(I am giving just an outline of the subsequent steps to save space as this will help
us visualize the whole process.)
Subsequent steps:
Input between steps: In the distance education context, as the teacher is not
always there physically to give instant feedback, the course writer needs to give
some additional inputs between activities. For example, in the analysis stage,
the question asking the trainees to decide on the appropriate option has been
followed by a discussion of the solution. Moreover, case studies have been used at
various places to help trainees obtain conceptual clarity.
Conclusion
Teacher trainees be they in the regular or the distance mode of training are
learners with experience and the ability to use their reflective skills. Print materials,
being a dominant medium of instruction in distance training programmes in
References
Anderson, L. and Krathwohl, D. (Eds.) (2001) A Taxonomy for Learning, Teaching and
Assessing: A Revision of Blooms Taxonomy of Educational Objectives. New York:
Longman.
Abstract
Research in the area of strategy training advocates explicit strategy training.
However, such explicit training has not informed and fed into the ESL reading class
in India. The paper argues that explicit strategy training can be used to develop the
higher-order academic reading skills of adult learners. To enable these academic
skills, tertiary level learners (college students) were asked to read a range of texts
and guided to match strategies with reading purposes. Their strategy use was
assessed through self-reflection grids, which were also used as tools for self-
evaluation. Their reactions were captured through guided interviews. An analysis of
the grids revealed that learners used a variety of strategies like predicting, re-
reading, underlining and listing key ideas to comprehend texts at both factual and
inferential levels. The interviewed learners emphasized that the teaching of such
strategies would help them apply it to other contexts. An implication of this study
therefore is that explicit strategy instruction in ESL classrooms might result in the
development of academic reading skills.
Introduction
Learning how to read in a second language is one of the most challenging
aspects of second language learning as reading is a complex process involving
the use of linguistic knowledge, background knowledge or schema, cognitive and
metacognitive reading strategies. A good comprehender is an interactive reader
who constructs meaning from the text and personal background knowledge,
and monitors comprehension, making inferences using text clues to confirm or
abandon hypotheses (Wade 1990). This ability can be effectively acquired through
intensive and specialized instruction and practice.
Research problem
It is generally observed that students who have insufficient exposure to academic
reading in English at the school level face difficulties in reading academic texts
at the undergraduate level due to the specific nature of the discourse, the
density of information and the technical vocabulary present in the texts. At this
level, students need to read prescribed materials and subject-related reference
books. This makes a demand on their self-study skills and strategies. However, the
students seem underprepared for advanced level reading. This problem needs to
be addressed as inadequate reading skills hinder their progress in both academic
and professional domains.
The study
It is posited that academic reading skills can be developed through a course
that gives learners training in using reading strategies effectively, with the help
of reading tasks, awareness-raising discussions and reflection grids. Base line
information regarding learners reading habits and problems related to reading
comprehension was collected through learner and teacher questionnaires and
interviews. Using this information, texts were carefully selected and tasks created.
Self-reflection grids along with post-task discussion questions were also used.
Research procedure
The following steps were undertaken for the study:
Research framework
The study operates on the premise that reading is a process involving the use of
strategies that can be developed through sustained teaching and practice, and
that explicit strategy instruction contributes significantly to reading proficiency.
Figure 1 is a diagrammatic representation of the focus and methodology of the
intervention carried out as part of the present study, and a description of it.
Analysis and interpretation of data from the pre-test and the post-test
A pre-test aimed at assessing learners reading proficiency was administered. It
had reading texts followed by MCQs, tasks on information transfer, comparison of
two texts on the same topic, and short answer questions. The mean of the pre-test
scores of the 15 selected students was 50.9%. A post-test aiming at assessing the
result of the course and learners achievement was conducted. It had pre-reading,
while-reading and after-reading activities/tasks. The mean of the post-test was
66%. It is important to note that though the tasks in the post-test were of a higher
order when compared to the pre-test there was improvement in the mean.
Given below is a list of the strategies that were most preferred by the target group
in order of priority (with an average % of learners who used the strategies across
the six modules).
This list has been divided into three groups. Strategies in the first group are those
that are important and were used by a significant number of learners. Some of
The strategies in the second set are those that they were not familiar with. They
were made aware of them during the intervention. Though almost half of the
learners could use them across the modules, in order to increase strategy use
among other learners a follow-up is required. For instance, taking the help of
linkers to understand text organization is a useful strategy. However, as learners
were not aware of this earlier it took them some time to get used to this.
Skipping some parts of the text that are not needed (53%)
Looking for repetitive ideas and words in the text to understand the
connection between different parts of the text (53%)
Taking the help of linkers to understand the way a text is organized and to get
a clear idea about arguments developed in the text (50%)
Reading the entire text quickly once to get the gist and then reading
paragraph by paragraph for deeper meaning (50%)
This set of strategies is important, yet their use was minimal. This might be due
to the wrong notions that students had. For example, using L1 while reading in
L2 was considered something that is done by learners with low proficiency. Thus,
learners were not using strategies related to L1. It is important to make learners
aware of the advantages of using L1 while reading in L2 so that they reconsider
their opinions. Furthermore, reading in chunks is another important strategy that
readers need to be using. Some of the students unfamiliarity with the word or
the notion chunk might have documented this % of strategy use while they could
actually chunk better. In this case, giving these learners sustained practice and
raising their awareness can lead to better results.
Thus, looking at this list one would realize that the first four strategies were the
most preferred.
To sum up, after learners started using the strategies and experienced advantages
such as improved reading comprehension and speed, they continued using the
strategies in subsequent modules. This shows that when students are trained to
use strategies explicitly, they can develop appropriate reading strategies and
improve reading comprehension. It was interesting to note that all the learners
used strategies like guessing the meaning and predicting frequently and more than
50% used the whole range of strategies. In addition, most of the learners liked the
texts and the activities in the modules. This was because the texts were popular
science articles related to topics familiar and interesting to them. Secondly, the
learners found the activities engaging and interesting. In sum, the intervention
helped the learners become aware of the important strategies to enhance the
reading comprehension process thereby making reading effective.
The interviews captured three broad advantages of strategy training from the
learners perspective:
The strategies they felt they had used the most were: skimming, scanning,
guessing the meaning, rereading, underlining, note making, summarizing, looking
for repetitive ideas, linking their schema with the new idea presented, chunking,
inferencing and using illustrations to understand the text better. They said that
strategy training definitely helps to improve reading skills, and the use of reflection
grids makes them aware of the strategies to be used and their progress.
Thus, one can conclude that there is relative improvement in the students reading
skills from the pre-test to the post-test. Furthermore, students felt that their
reading comprehension and reading speed improved through strategy training.
Though the improvement may not be reflected significantly in all the cases, it
validates to an extent the premise of the study that a well-structured course
focusing on strategy training will improve learners academic reading skills.
Findings
Explicit strategy training can be done through reading tasks, awareness-raising
discussions, and reflection grids.
Explicit strategy training enhances academic reading skills, improves reading
fluency and builds students confidence to read and comprehend academic
texts.
Awareness raising using grids and discussions leads students to reflect on their
reading processes (meta awareness).
Conclusion
To conclude, a specially designed course in strategy training results in improved
reading performance. Self-reflection and self-evaluation enable learners to become
better readers. Thus, learners need to be encouraged to reflect on their reading
process. Teacher education courses need to include a module on strategy training
to train teachers in using this approach to develop academic reading skills.
Moran, C. and Williams, E. (1993) Survey Review: recent materials for teaching of
reading at intermediate level and above. English Language Teaching Journal 47,
(1): 64-84.
Wade, S. (1990) Using think aloud to assess comprehension. The Reading Teacher
44: 442-451.
Abstract
Like many students at school level, many students at the university level also have
reading problems since they have very limited experience of engaging with a text
directly. This becomes a big issue when the course demands reading academic texts
for class discussion. This paper presents a study that was conducted in an intact
MA, ELT class in Ravenshaw University, Cuttack, Odisha to deal with this problem
using reciprocal teaching as a classroom procedure. The scaffolding inherent in
the procedure and later the clear role distribution involved in reciprocal teaching
ensured learner participation and made this procedure effective. At the end of
the short period of the study, learners were more participatory, more confident
and showed improved comprehension of academic articles given to them to read.
Not only this, in their response to the end-of-semester feedback questionnaire,
reciprocal teaching was voted as the best classroom procedure. The study
showed the potential that reciprocal teaching has in helping learners develop their
comprehension skills.
Background
This paper reports a study that was conducted with the MA students of the
department where I work. Some of the students of this course have opted for an
ELT option paper which is spread over two semesters. They have completed their
BA with English (Hons.) and like most teaching contexts in India, their learning
experience includes reading literary texts that are exhaustively explained by the
teachers with nearly no student engagement with these texts. As a result, both
at school and at college level, these students have had practically no experience
of engaging with the text directly. The system does not push them to read much
either as it is possible for them to pass their examinations which generally involves
answering essay-type questions using bazaar notes. These extremely simplified
notes generally match the reading levels of the students and students do not make
any effort to stretch their reading abilities. In general, this is the profile and reading
ability of students who opt to specialize in Linguistics and ELT.
How can we make the students of ELT courses read academic articles?
Can reciprocal teaching (Palincsar and Brown 1983) be used as a classroom
procedure here?
Can reciprocal teaching help students read and be more autonomous?
Procedure
The study was carried out in an intact class of 35 students, spread over eight
one-hour classes. Two articles were used for this purpose, Grammar Teaching
Practice or Consciousness Raising? (Ellis 2002) and The Writing Process and
Process Writing (Seow 2002). The rationale behind the selection was that these
To begin with, the students background knowledge was activated by asking them
to examine the title of the first article and then by asking them to think about
the answer to the question: Should we teach grammar at all? Following this
discussion, I told them that I would use some strategies to make sense of the first
paragraph and the second paragraph of the article. They were to follow what I
was doing carefully as they would later have to take over from me. They were then
asked to read the paragraph silently. At the end of the stipulated time, they were
told that I would ask a question that a teacher or a test might ask them based on
the two paragraphs that they had read. Similarly, I asked them to clarify certain
things in the paragraph that I pretended were not clear to me, summarized the text
and predicted what came next based on the paragraph we had read. I continued
with the same procedure with the next two paragraphs since the students were not
able to understand the procedure. I then assigned three paragraphs for them to
read at home.
In the next class, I started with questions based on their reading at home. Since
they needed clarification on several points we had to pause every now and then.
Next, I divided the class into groups and nominated one student in each group
to take over the role of the teacher. This student had to apply the four strategies
to the paragraph assigned to them asking a question(s) based on the text,
summarizing, clarifying and predicting. As they worked in groups, I went around the
class. The students were finding the text difficult and it was slow-going. I helped
occasionally and at times had to model the strategies and redo their summaries.
Although the students were not able to make a lot of progress, they were all
actively involved.
Considering the problems the students had in the first class, I then used a modified
procedure based on Dyer (2012) in the next class. The steps were as follows:
The students were asked to use the prompts given for clarifying concepts such as
Is there anything in this segment I dont understand?, What words or ideas need
clarifying?, Which of these words am I not sure about, etc. This was specifically
done to focus on monitoring their comprehension. My role was to guide and
nurture the students ability to use the four strategies successfully within the small
group.
During the first class, I took notes on the proceedings of the class. But from the
second class onwards, I used a tape recorder to record students discussions
only in individual groups because of the quality of the audio-recording. At the
completion of each article, students were asked to answer comprehension
questions based on the articles. This helped me to get an idea of the extent to
which they had comprehended the article. Transcripts were then prepared based
on the recordings of their discussions using RT. Finally, at the end of the semester,
the students were asked to respond to a feedback questionnaire on the course in
general.
Findings
A comparison between the students responses to the comprehension questions
based on the first article given on the third day and those based on the second
article given on the eighth day showed an improvement in their reading
comprehension. Improvement was measured in terms of the accuracy of their
answers to oral questions asked in the class and the number of students who
answered the questions with reasonable accuracy. The accuracy of language
was not taken into consideration for this purpose since the focus was on
comprehension. There was also an improvement in the strategy of questioning. A
study of two sample transcripts showed their movement from missing the woods
for the trees to a reading from the whole to the parts. Some of the students who
had the role of clarifier had already taken on a teacher role with confidence.
The utterance S1: Just read that sentence.. At the drafting stage, the writers
are focused on the fluency of writing and are not preoccupied with grammatical
accuracy or the neatness of the draft is extremely teacher-like. During class also, it
was observed that the students in the group gave their full attention to the weaker
students when they were in the role of the clarifier. The students became less
tentative and more confident.
Why was RT successful with the students? There could be several reasons for this.
The students gradually developed familiarity with the procedure over time. This
procedure required them to do a deeper processing of what they read and engage
in making sense of that information. They had a conscious of need for debugging
so they did additional reading and searching. In addition to these, the work was
done while working in supportive groups. The classroom dynamics helped them
to slide into their roles with confidence. Finally, the problems of the students were
not reading problems but comprehension problems. RT addressed the issue of
comprehension fostering processes, hence it worked well with them.
Some problems
Summarizing is a crucial part of RT and the assumption is that students know
how to summarize what they read. However, the students in this study had no
training in summarizing at any of their earlier levels of language learning. Using
an ExplicitTeachingbeforeReciprocalTeaching format (Rosenshine and Meister
1994) and including summarizing procedures as suggested in Brown and Day
(1983) in advance would have made RT more effective. Another problem was
that sometimes it was difficult for me to hold myself back from taking over when
students were having problems formulating questions or working out strategies
to get the co-operation of their class mates. It was difficult not to intervene when
students made mistakes or even sometimes to accept incorrect answers. This was
probably the biggest challenge for me as a teacher. To lead, help, support and
then gradually fade away are skills that we as teachers need to learn and practise.
References
Brown A. and Day J. (1983) Macro rules for summarizing texts: the development of
expertise. Journal of Verbal Learning and Verbal Behavior 22/2: 1-14.
Seow, A. (2002) The Writing Process and Process Writing in J. Richards and W.
Renandya (Eds.).
Abstract
Tasks used in the language classroom normally have visual inputs and/or stimulus.
Such tasks exclude blind/visually impaired students as they do not perceive them
fully. An attempt is made in this paper to explore the possibilities of changes that
can be made to tasks so that inclusiveness is realized. The study has implications
for minimizing exclusion of the blind/visually impaired students and facilitating their
participation in the tasks with modes that are comfortable, meaningful and useful.
However, the tasks that are used in most English classrooms exclude a wide variety
of students, particularly those who are disabled. The blind/visually impaired are
denied the facilities to interact with tasks that have visual stimuli, and to read
graphs and figures and interpret them.
Student profile
The students of IMP in general, and the blind/visually impaired (BVI henceforth)
in particular, join the university after having completed their 10+2 years of
schooling and are admitted into the programme through a national level entrance
examination (and an interview in some disciplines). The present number of
students enrolled is more than 200 across various disciplines. All of them need to
study English in their first two semesters as a compulsory course. The students
are placed at different levels of proficiency after their performance is assessed
through a screening test. The Centre for English Language Studies (CELS) teaches
this course. There are about eight groups of students every semester. And last
year as many as fourteen students belonged to the visually-impaired category.
The idea is to help them adjust to mainstream education through inclusion. Most
of these students have studied in special schools for the blind till grade 12, and
having joined the university aspire to earn their masters degree after five years of
full-time study in their respective disciplines. The levels of visual disability in these
students range from total to partial.
As part of the English syllabus all students are expected to interpret graphs, use
appropriate vocabulary to express what is given in them, and write descriptive
essays. At the university able-bodied students and BVI students are taught in
the same classroom; the only modification is that BVI students have access to
a separate dedicated computer laboratory with assistive software. The mode of
interaction in the English language classes is through PowerPoint presentations,
augmented by handouts when needed. Pair and group work is the usual norm.
As per university specifications soft copies of all handouts and PowerPoint
presentations are provided in advance to all BVI students, but this has not enabled
full participation.
Descriptive tasks
All students are required to learn to write descriptive paragraphs and then learn to
write essays. For BVI students this becomes difficult for two reasons. Firstly, they
can either write on the computer or in Braille, or replace writing with speech if
they are not proficient in either Braille or the computer. They can also make use of
scribes, but in the current classroom context scribes are not available. Secondly,
the description itself becomes very demanding because the inputs are visual.
As a stimulus and as a pre-task, all students were put into different groups and
were asked to think of an item and write down words that described a mystery
object that they had in mind as a group. The groups had BVI students and were
instructed to think of an item that the BVI students could hear and touch-and-feel
(such as a twig or an item in their bag/classroom). The items were put in a bag so
that the other groups and able-bodied students could not see the item. Then the
groups were assigned a speaker and a writer each. In order to solve the problem
of the non-availability of a scribe, in every group, care was taken to ensure that
the speaker was a BVI student and the writer an able-bodied student. The groups
were instructed to use only descriptive words related to smell, tactile feeling,
size, shape, components, etc. and not the actual names of the objects. Then the
speakers of the group would speak out the words and phrases related to the
object. The other groups/members were encouraged to guess the object and if
needed ask descriptive questions at any point of time, but all of them had to do
this by both raising their hand and clicking their fingers. This went on till the object
was identified. Later the collected words and phrases were converted into a
paragraph or a descriptive essay. As a connected task, the same object was given
to all the groups (the students did not know this) and the task repeated. In the end
the objects were exchanged along with descriptions and it was revealed that the
same object was given to all the groups. This led to a comparison of descriptions
across groups and an exchange of the vocabulary choices made.
Nature of inclusions
The BVI students felt comfortable with this task for a couple of reasons. First, they
got to touch, feel, smell and hear the sound of the target object to be described
instead of relying on other peoples descriptions. This led to more descriptive
Vocabulary learning
All students are required to learn vocabulary. The specific items in discussion
here are the words that are related to running or walking, for example, crawl,
creep, drag, inch, plod, slide, slither, tiptoe, amble, sprint, dart, rush, zip, zoom,
dash, hurry, race and whiz. An understanding of the minute differences between
these terms is mainly through sight for able-bodied students. This creates obvious
problems for BVI students. These words were written on the board while being
spelt out at the same time, and each one of them was demonstrated by total
physical response. For example, the teacher held the hands of each BVI student
and jogged while offering a description of what and how she was pacing and
placing her steps in order for the student to comprehend the meaning of the
word. This was done on a one-to-one basis. The other words were compared and
contrasted to bring out the similarities and the differences. The follow-up task was
to write paragraphs or sentences using these words in groups and then reading
them out to the rest of the class. As in the previous task, this too had a writer and
a speaker.
All the students, including the non-BVI ones, understood the nuances and the
subtle differences in the meanings of the words through the use of TPR. The BVI
students were comfortable and found the task useful. As one student observed,
the first day of my English class you made me feal [sic] free and allowed me to
express mycelf [sic] and u even taught me the action words by performing actions
along with me. This attitude helped everyone to understand the verb words like
run, sit, jog, so on. Another student added, I learnt many things from the class
regarding action words in the bigining [sic] I dont no [sic] the meaning of all these
words, but after your inspiring class I came to no [sic] all the words by action you
showed all the action performing I like the class the most.
A similar exercise was used to teach prepositions. An empty carton box and a
special ball for BVI learners were used to demonstrate prepositions by placing
the ball in the appropriate position vis--vis the carton. The students received this
task well. One student observed that class which I liked was when madam taught
prepositions using a practical example. I liked that class because as a visually
challenged student, we can understand easily by practical examples. This class has
given me the exact picture of using those prepositions [sic].
They were able to do so, during the group activity that followed, and not only
responded with the help of the aid but also made a presentation. Similarly during
the teaching of percentiles using pie graphs a pie plate was used; a similar string
instead of colours was used to indicate percentiles. The centre bulb was the centre
of the pie chart and the string was made to pass through it as it wound around
the bulb. This ensured minimum exclusion. In the words of one of the students,
Our teacher ensured that none of us were excluded in anything she taught us. The
special effort and care to develop the tools helped us to stay as equals with my
friends. Though we have Tailor board, we find that these tools and classes helped
us learn the way our normal friends do. She insisted that we be equal thats all!
The Government of India (GOI) order no. 1139 seems to still follow a policy of
exclusion, although all education policy documents refer to inclusive education. It
states: All Visually Impaired students are exempt from drawing or interpreting
graphs. With a little tactile assistance, this exclusion can be easily eradicated.
Conclusion
Inclusive education cannot end with a few sentences in policy documents. Even
the allotting of funds is not going to solve the problem. An overall empathetic
approach with a specific focus on the learning how to learn pattern of education
is required and this alone can make classrooms inclusive. Students need to feel
included and made responsible for their own learning.
References
Policy guidelines on Inclusive Education (2009). Available at: http://unesdoc.
unesco.org/images/0017/001778/177849e.pdf
The Salamanca Statement and Framework for Action on Special Needs Education.
(1994). Available at: http://connectaschool.org/sites/default/files/Salamanca_
Declaration[1].pdf
Abstract
The study sought to find out English language teacher educators knowledge
of feedback, and the type and quality of feedback they utilize with their teacher
trainees. A purposive sampling technique was used to select two out of four
teacher training institutions in the state while a random sampling technique was
used to select 250 respondents (50 teacher educators and 200 teacher trainees)
from the two institutions. Three research questions guided the study while two null
hypotheses were tested. Two sets of researcher-made and validated questionnaires
were used in collecting data for the study. The result of the study indicated that
teacher educators do not have a clear knowledge of what constitutes feedback.
While they claimed to use different modes and good quality feedback, their teacher
trainees disagreed. It is recommended that teacher educators be exposed through
workshops to knowledge of what constitutes feedback and how to implement it as
an innovation to achieve national curricular goals of teacher education.
Introduction
In any teaching and learning situation, teachers desire that their students
acquire the objectives of the curriculum. Hence, they employ various techniques
and strategies along with cutting-edge media resources. In order to find out
whether they have reached their curriculum goals, teachers often generate
information about students progress using a variety of methods class work,
tests/assessments, questioning and observation. As they mark students work or
interact with them orally, data is generated. Reviewing and reflecting on students
data/feedback provides teachers with insight into learning progress and helps
identify the gaps which require appropriate actions to close. Students for their
part appreciate it when teachers point out what they need to do to acquire skills,
attitudes and knowledge. When specific errors are pointed out with information
on how to make improvements, it makes it easier for students to learn. Thus, when
feedback enables teachers to tailor their teaching and points the way for students
to improve their performance, it becomes both a teaching and a learning tool.
Literature is replete with success stories involving the effective use of feedback
In spite of the potential for feedback facilitating teaching and learning, not much
has been reported in this regard in Nigeria and Akwa Ibom state. Experience
indicates that what is claimed to be feedback is actually marking and returning
students work. Not many teachers deem it necessary to let students know how
they are performing. Even continuous assessment which was meant to monitor
students progress with a view to closing yawning gaps is being abused by many
teachers at the tertiary level as some of them delay continuous assessment
and make it part of the final exam. Thus, students are denied the opportunity of
learning from their mistakes and prevented from improving their performance.
Where then lies the motivation for learning? And how can such teachers
understand students learning difficulties and adapt their teaching accordingly?
Teachers at the university and College of Education are seen as models. Their
feedback practice would influence their teacher trainees. It is, however, doubtful
whether English language teacher educators understand the concept of feedback
and do incorporate it into their curricular practices.
There are different types of feedback a teacher can use. It can be a demonstration
of a skill, a discussion, or the teacher may decide to engage the students in
conversation individually or in groups. What determines the type of feedback
used is the level of the learners involved and the purpose it will serve. Feedback
can be given in small groups or large groups. It can come from oneself or peers
as an ongoing process of learning. It can come from teachers. It can be given as
comments on the work, in a feedback sheet and even online. Feedback dialogue,
where students not only receive feedback but also have the opportunity to
engage in discussion about the feedback, can be used. Feedback can be formal or
informal.
A study conducted to find out how literate English language teachers were in ICT,
its availability and utilization in teaching and learning in Akwa Ibom state secondary
schools, discovered that most teachers were not ICT literate, that ICT facilities were
not available in schools and so teachers could not use them (Udosen 2008).
Research questions
Two research questions guided the study.
Hypotheses
Two null hypotheses were tested for the study.
Method
The Akwa Ibom state, Nigeria was created in 1987 with about eight core ethnic
groups. There are six tertiary institutions in the state but only two train English
language teachers for the state and nation. The population of the study comprised
all 68 teacher educators and all 245 in years two and three from the two teacher
training institutions. A purposive sampling technique was used to select the
two institutions while a simple random sampling technique was used to select
the teachers and teacher trainees. That brought the sample size to 50 English
language teacher educators and 200 teacher trainees.
Results
The results of the study are presented in tables in accordance with the research
questions and null hypotheses.
Table 2 shows that teacher educators give feedback orally and in written form.
They also give specific comments on students errors, give specific suggestions for
improvement, and train students to assess themselves. They however do not grade
students work all at once and do not use peer assessment.
Table 3: t-test analysis of the mean difference in the responses of teacher educators
and trainees on types of feedback used
*
Significant at .05; Critical-t = 1.972; df=248
Table 3 shows that t-cal of 7.04 was greater than crit-t of 1.972 at .05 alpha
level. The null hypothesis is rejected. This means that there is a significant mean
difference between teacher educators and their trainees regarding the type of
feedback used.
Table 4 shows that t-cal of .55 is less than critt of 1.972. Based on this result
we retain null hypothesis 2.This means that both teacher educators and teacher
trainees are agreed that technology is not used in their feedback practice.
On the type of feedback used, the teacher educators rating of the items in Table
2 shows that they use different modes in giving feedback. This again is reflected
in Table 3 where their mean rating is significantly higher than the teacher trainees.
The teacher trainees do not seem to agree with the type of feedback the teacher
educators claim to use. Teachers do not feel confident using self and peer
assessment whereas these skills should be encouraged (Yorke 2003; Boud 2000).
On the issue of technology, the teacher educators and their trainees are agreed
that they do not use them. This finding corroborates earlier studies (Salisu 2003,
cited in Anekwe and Ifeakor 2004) that technology has not been adequately
integrated into our school system largely due to teachers ICT illiteracy as well as
the non-availability of these facilities.
It is worth noting that in the course of this study the researchers encountered
some teacher educators who totally lack knowledge of feedback and those who
know what constitutes feedback but fail to incorporate it in their teaching. This
accounts for the variance in the responses of teacher educators and their trainees
in most of the variables examined and demonstrates a clear gap between theory
and practice.
Conclusions
From the findings of this study, we can safely conclude that the English language
teacher educators used in this study do not fully understand what feedback
is. They, however, acknowledge the availability of types of feedback but fail to
incorporate it into their teaching practice. It is disappointing to discover that
technology has no place in feedback practice in teacher training. One wonders
how their trainees will function in the system in this digital age.
References
Abolade, O. and Yusuf M. (2005) Information and communication technology (ICT)
and the Nigeria teacher education programme. Journal of Education Studies 3(1):
1-19.
Bransford, J., Brown, A.L. and Cocking, R. (Eds.) (2000) How people learn: Brain,
Mind, Experience, and School. Washington, DC: National Academy Press.
Marzano, R., Pickering, D. and Pollock, J. (2001) Classroom instruction that works:
research-based strategies for increasing student achievement. Alexandra, VA: ASCD.
Abstract
Observation of teachers is a very common occurrence in schools but is less
frequently connected with effective feedback. In order to be effective, feedback
needs to be specific, actionable, constructive and timely. Feedback is more
successful when part of an ongoing process in order to allow for changes to occur
and a sense of achievement to build, thus leading to increased motivation and
further change.
This paper explores the use and effectiveness of observation and feedback in the
context of TE:ST (Total Evaluation : School Transformation), an evaluation service
carried out by Destiny Education (DE), Mumbai in Victoria Falls School (name
changed). Forty-nine teachers from pre-school to high school were observed and
given feedback at least twice within a period of six months.
Introduction
TE:ST (Total Evaluation : School Transformation) is an evaluation service carried
out by Destiny Education (DE), Mumbai. One of the aims of TE:ST is to ensure that
observations are not only useful for whole school evaluation, but also for each
individual teachers development. The observations inform specific feedback,
which in turn informs an individuals professional development.
According to Goddard and Emerson (1992) there are two types of appraisal: the
staff development model and the accountability model. Goddard and Emerson
themselves question whether the two methods are compatible, concluding that
because of the teachers different perspectives and attitudes to each method;
it would be near to impossible. When teachers are appraised for accountability,
especially when tied to promotion or salary, they make sure they are presenting
their best. Lessons are planned and executed to impress the observer. Students
are warned to be on their best behaviour and teachers can tend to play safe
(Tilstone 1998). On the contrary, when lessons are observed for development a
teacher feels less need to impress. There is no longer the pressure of external
reward or failure. As teachers feel a part of the process they are more likely to
experiment with new methods, developing their skills, knowing that if it doesnt
work or mistakes are made, it is not going to cost them their jobs. Development
is only going to occur when new strategies are implemented and teaching
changes. This highlights the dilemma of TE:ST. Whilst we at DE promote teacher
development and see it as an essential part of TE:ST, it is argued that observation
towards both accountability and development cannot happen at the same time and
be effective. Principals and management often appear to be more concerned with
the accountability and grading of their teachers.
Observation process
Carthew (1988) indicates that repeated or multiple observations will clearly be
more productive and representative. Poster and Poster (1991) claim that the first
observation should be of a more general focus and the second more specific.
TE:ST (pre-SDP), however, conducts a minimum of two observations per teacher
and both are general. This enables us to obtain an informed, triangulated base
line on which to build. TE:ST (pre-SDP) consists of one known (date and time told
in advance) and one unknown observation. The resulting comparison shows us
what a teacher is capable of when time, effort and thought have been put into
the lesson (known) as opposed to everyday reality (unknown). This then raises the
question not of ability but of motivation.
Much has been written about the actual mechanics of classroom observation.
Goddard and Emerson (1992), Tilstone (1998) and Wragg (1999) all talk extensively
about the position of the observer, whether they participate or just watch, and
even how the observer dresses. During TE:ST we try to gain, as far as possible, an
accurate picture of what normally happens in the classroom, although we realise
we are not invisible, and therefore may influence the students and teacher.
Study
The TE:ST (Total Evaluation : School Transformation) process was carried out by
Destiny Education (DE) in Victoria Falls School (name changed). Each teacher
(49 teachers from pre-school to high school) was observed and given feedback
at least twice within a period of six months. TE:ST included an initial evaluation
of the school, including observation of teachers with feedback, interviews,
questionnaires and evaluation of documents. A report was then written. Using
these recommendations, along with input from school management, a school
development plan (SDP) was formulated.
The majority of our observation recording during TE:ST was qualitative; most of the
time we looked at an overview rather than specific traits of a lesson. This allowed
for a more open discussion with the teacher during the feedback phase. It was
then possible to gain insight into the teachers philosophy as she explained why
something occurred, the context and circumstances.
Before trainers/observers used the TE:ST form, each section was explained and
explanatory notes provided for future reference (see Appendix). These notes
acted as prompts as suggested by Goddard and Emerson (1992). The form covers
eight sections, and observers wrote as much or as little detail as they wished. The
purpose of the explanatory notes was to ensure that observations conducted by
DE were standard regardless of who the observer was. This was essential in order
to provide consistency between observers.
Wragg (1999) talks about our own subjective perception, personal views of quality
and effectiveness, as well as our pre-supposed ideas and values. However, when I
reflect on the assumptions of the teachers we observed and their views of good
and effective education I realise there is considerable discrepancy not in theory,
but in practice. During TE:ST we found that many teachers were able to give the
answers we expected with regard to attitudes and skills of a teacher. However,
when observing the teachers in action, the difference between the known theory
and the practical outworking was vast. The teachers may have known what they
were meant to do, yet they appeared to find it incredibly difficult to translate this
into practice. Therefore the required development was not about teaching more
theory but enabling the teachers to gain practically the skills and techniques
required to put theory into practice.
Whilst it was not possible within the constraints of TE:ST (pre-SDP) to complete
whole appraisal cycles, an effort at triangulation was made by using student,
teacher and parent questionnaires alongside observations. Campell and Fiske
(1959) cited in Cohen, Manion and Morrison (2007: 141) state that Triangulation
is a powerful way of demonstrating concurrent validity particularly in qualitative
research. As recommended by Denzin, referred to in Salkind (2010), we used
investigator triangulation (more than one observer) and methodological
triangulation (same method used on more than one occasion).
DEs TE:ST effectively fulfilled Montgomery and Hadfields (1989: 98) other
purposes for appraisal schemes:
Although DE personnel were initially unknown to the school staff, they appeared
to improve communication, providing teachers with the chance to speak out
during feedback sessions, and allowing them to voice difficulties or suggestions.
These were passed on to management, fulfilling the second point increasing
managerial awareness. TE:ST very much fulfils points four and six in the formation
of the report and SDP. At the end of the six months all observation reports were
analysed to ascertain common in-service training requirements. These were then
incorporated into the recommendations which subsequently informed the SDP,
thus fulfilling point six. Point five is a longer-term project and only when TE:ST is
fully taken into the post-SDP stage is this adequately fulfilled.
Feedback process
Observers are constantly trying to balance positive and negative feedback. During
TE:ST we found that unless teachers were given written points, many of them could
not remember what was discussed, let alone make any changes to their teaching.
We tried to put more positive points than areas to improve.
Conclusions
The conclusions drawn from this study can be categorised under Danielson and
McGreals (2000) three essential aspects of evaluation.
2. Methodology of assessment
Time is one of the key limiting factors. Schools are also limited by budget and
teacher availability for input and training. Structured and planned teacher
development does not yet appear to be high on the agenda of many schools and
NGOs.
References
Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco:
Jossey-Bass.
Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (Sixth
edition) Oxon: Routledge.
Green, K. and Sanders, M. (1990) The Teacher Appraisal Book. London: Mary
Glasgow Publications Ltd.
Goddard, I. and Emerson, C. (1995) Appraisal and Your School. Oxford: Heinemann
Educational.
Appendix
CLASSROOM OBSERVATION
SUBJECT(S) TAUGHT:
Comments
Areas to develop:
Effective strategies: Max 4 points T needs to improve on.
2 4 points T is doing well Prioritise.
o Yes o No
Feedback Discussed:
Observer: Teacher:
Abstract
This paper proposes ways of defossilising the errors of ESL learners coming from
rural backgrounds in Rajasthan through using a variety of classroom strategies.
Learners errors become fossilised at the school level due to lack of feedback or
error correction. The paper is divided into three parts. The first part reviews some
of the causes of the fossilisation of errors of ESL learners. This is followed by a
focus on phonological, syntactic and lexical errors. The concluding part of the
paper reviews some strategies that may work in other situations beyond the ones
mentioned above and gives some suggestions for defossilising the errors of ESL
learners in general.
Introduction
English in Rajasthan, especially in the rural and semi-urban areas, is learnt mainly
with the intention of securing a job. It is perhaps because of this limited goal
that most students only learn the very basics of the language. Students make
errors that go uncorrected by teachers. Over the years these errors get deeply
rooted and inadvertently repeated in the speech and writing of ESL learners. This
cementing of errors is called fossilisation and the embedding is so firm that it is
very difficult for most ESL learners to avoid or evade them.
Context
The idea for the paper germinated from my teaching ESL learners (many of whom
were first-generation learners) at the tertiary level in three government colleges
in eastern and southern Rajasthan (all located in the semi-urban belt). Over the
last 15 years of my teaching in these colleges, I have realised that there are some
errors which seem to have become fossilised because of repeated use and lack
of feedback. It is with this premise in mind that this paper has been planned. At
the tertiary level, the concept of feedback is completely missing from language
teaching. The main cause of this is that most teachers at no stage of their career
are trained in how to give feedback to learners, and even when they do come
across the idea of feedback, they rarely learn the strategies for giving feedback
Causes of fossilisation
One of the root causes of the fossilisation of errors is the lack of feedback. The
only feedback given to students from teachers in some contexts is through marks
given in tests and exams which rarely improve their linguistic competence. Another
challenge in an Indian classroom is heterogeneity. In a diverse class it becomes
difficult for the teacher to cater to the needs of all. Even the teaching style and
teaching methodology vary from one teacher to the other. The errors of learners
reflect their culture, personality and level of comprehensibility. It is only by keeping
these factors in mind that the causes of fossilisation can be effectively explored.
The main factors of fossilisation in the context mentioned above are simplification,
overgeneralisation, faulty teaching, first language transfers and lack of feedback.
Beyond these there are some other secondary factors such as inadequate
learning, message misinterpretation, inaccurate facts and inappropriate use.
Areas of fossilisation
The major areas of fossilisation observed during my teaching are pronunciation,
lexis and syntax. In terms of lexis, learners tend to pick up incorrect words from
various sources of information around like pamphlets, boards, hoardings, banners,
newspapers, advertisements on TV, language used in soap operas, on the Internet,
especially social networking sites. Most of these errors are because of first
language interference. Some such uses in this regard noticed are in phrases and
sentences like, memorise me to her, and fast air. Then we have misuses like too
many rush, health hazards are arriving, etc.
Most of the syntactical errors of ESL learners are due to mother tongue
interference (MTI). Two of the common errors committed by learners in the course
of testing and observation are given below:
We are playing since two hours. (This comes out of do ghante se saatbaje se
)
If he will come, we will play. (This comes from the Hindi translation, Agar who
ayega to hum khelenge.)
Feedback in detail
Broadly speaking, feedback comprises correction, assessment, mistakes
and errors, conveyed to the learners with the intent of improving them by
providing pinpointed and precise information on their performance. It should
be incorporated into the learning and teaching process to improve student
engagement (Price and ODonovan 2008). In order to enhance the learning
process and overall learning rate, timely and effective feedback should be
integrated with assessment. Effective feedback provides reinforcement to the
Not even 10% of students were familiar with these terms. They were then taught
the topic and then played Bingo. After elicitation, peer feedback and teacher
feedback a post-test was taken. The post-test improvement is indicated in Figure 2:
A more refined method of feedback these days is recasting in which the teacher
does not directly indicate the error, instead reformulates the utterance in the
correct form. For example:
The teacher can even repeat the students error by adjusting intonation to draw
attention to it.
I have found that direct elicitation of the correct form through questioning also
works with low-proficiency ESL learners. A hint like How do we say that in English?
can set learners on the right track or at least ensure that they make an effort to
recall and reformulate.
Elicitation is also a vital part of feedback. Elicitation techniques like remaining silent
and allowing the learner to think, asking yes/no questions, using encouraging
language, gently asking another learner to answer if someone answers incorrectly,
using encouraging language and rejecting learners wrong responses tactfully can
help in making even the shyest of learners improve.
Conclusion
In order to defossilise the errors of ESL learners, teachers have to use multiple
strategies. Before this they need to understand their students, their background,
their shortcomings, the topic(s) to be taught, the expected outcomes, the
limitations of the students and the availability of time apart from a host of other
secondary factors. No single strategy, game or teaching methodology can work
universally in all situations. It may vary from one class to the other and one
teaching situation to the other. Feedback, especially oral feedback, which is a
neglected part of teaching should be used and, as per the comprehension abilities
of ESL learners, used more extensively to infuse confidence in the learners.
References
Beckman, L. and Klinghammer, S. (2006) Shaping the Way We Teach English:
Successful Practices Around the World. Office of English Language Programs,
Bureau of Educational and Cultural Affairs, United States Department of State,
Washington, DC 20547
Lyster, R. and Ranta, L. (1997) Corrective feedback and learner uptake. Studies in
second language acquisition 19: 37-61.
Price, M. and ODonovan, B. (2008) Feedback All that effort, but what is the
effect? Paper presented at EARLI/ Northumbria Assessment Conference, 27-29
August.
Abstract
This paper outlines the findings and practical applications of a one-year action
research project with ESL beginners in a language school in Brighton, UK. The
research investigated the effectiveness of teaching corpus-driven content delivered
using a lexical teaching approach and found that this interface resulted in faster
language acquisition and more successful interaction, allowing learners faster
progress to elementary level, and potentially beyond. The study arose out of an
identified problem with some beginner learners poor progress at my school, and
resulted in a new 70-hour beginner course being designed and implemented, to
provide learners with the necessary foundations to move on to fruitful further
study. This research suggests that many of the approaches in producing materials
for lower level learners could achieve higher outcomes and the paper outlines the
major elements of the research and its findings, detailing how they can be applied in
the classroom to better support ESL beginner learners.
Background
The study took place at St Giles College, an English language school in Brighton,
in southern England, where adult learners take intensive English courses. I had
noticed a significant number of the beginner level learners were making very slow
progress, regularly taking over three months to progress to elementary level.
They and their teachers were frustrated with this situation, and their being cut off
from the English-speaking environment outside the classroom for so long. This
frustration was exacerbated by the schools rolling enrolment intake, where more
gifted beginners would frequently enter the class and then quickly be promoted
to the next level, often on a judgement of comparative (rather than actual) ability.
This demotivating factor created self-esteem issues for learners who remained in
the class without making tangible progress.
The school is typical in using trusted, international coursebooks as the basis of its
courses, and at beginner level these were failing to deliver in the intensive course
setting. Analysis of these coursebooks revealed that almost without exception
they followed a structural syllabus that devoted the first half to establishing the
grammar of the verb BE exemplified with pronouns and lexical sets of nouns and
adjectives. In Brighton, this hindered learners development as life goes on in the
city outside the school and, unguided, learners attempt to pick up more functional
Assumptions
Structural syllabus coursebooks seemed to offer beginners a slow and theory-
laden introduction to learning English. By contrast, I predicted that collocation
would help beginners to develop their language skills more quickly. It would offer
learners a practical method for sticking together pieces of language and seeing
some of the structure underlying what people say in English, calling for a lexical
approach to teaching. Collocation also led me to think that learning and attempting
natural pronunciation of collocations would help learners both to learn the
individual words as chunks and to enable them to hear them in use when listening
to spoken English outside the classroom.
At beginner level, the need to be economical and judicious with content led me
to assume that using a corpus, database of real spoken and written English, to
identify what vocabulary, grammatical forms and structures to include in lesson
content would offer more effective instruction. Corpus linguistics offered a logic
to guide me in lesson content, as what were highest frequency lexis and grammar,
and most frequent collocations and colligations (the grammatical structures a
word commonly appears with) would be more frequently encountered outside the
classroom and therefore studying these would increase the learners opportunities
to hear and understand comprehensible input.
The literature
A literature review revealed very little attention has been given to teaching
beginners since Chapman (1958) with the exception of a resource book by Grundy
(1994). However, much of the work on collocation and corpus linguistics revealed
itself to be highly applicable to beginner course construction and addressing
the challenges identified above (Willis 1990; Hunston and Francis 2002; Hoey
2005; OKeeffe, McCarthy and Carter 2007). Corpus linguistics and the lexical
Practical approach
The logic of corpus linguistics gives teachers guidance in what to teach, and the
lexical approach a way to exploit this content, using the corpus tools of frequency
lists and online concordancers to establish the natural collocation patterns of high-
frequency lexis. To test this assumption, I constructed and analysed frequency
reference tables out of British National Corpus (BNC) frequency lists (Leech,
Rayson and Wilson 2001).
of Prep 29391 2 4239632 be v year 1639 have 13655 in 18214 up 1795 i 8875 good 1276
and Conj 26817 3 3093444 of preps people 1256 do 5594 to 9343 then 1595 you 6954 new 1154
a Det 21626 4 2687863 and conj way 1108 will 3357 for 8412 out 1542 he 6810 old 648
in Prep 18214 5 2186369 a det man 1003 say 3344 with 6575 now 1382 they 4332 great 635
to inf 16284 6 1924315 in prep day 940 would 2904 on 6475 only 1298 she 3801 high 574
it Pron 10875 7 1620860 to inf-marker thing 776 can 2672 by 5096 just 1277 we 3578 small 518
is Verb 9982 8 1375636 have v child 710 get 2210 at 4790 more 1275 who 2055 different 484
to Prep 9343 9 1090186 it pron Mr 673 make 2165 from 4134 also 1248 them 1733 large 471
was Verb 9236 10 1039323 to prep government 670 go 2078 as 1774 very 1165 him 1649 local 445
I Pron 8875 11 887877 for prep work 653 see 1920 into 1634 well 1119 me 1364 social 422
for Prep 8412 12 884599 I pron life 645 know 1882 about 1524 how 1016 her 1085 important 392
that Conj 7308 13 760399 that conj woman 631 take 1797 like 1064 down 845 one 953 long 392
you Pron 6954 14 695498 you pron system 619 could 1683 after 927 back 793 us 623 young 379
he Pron 6810 15 681255 he pron case 613 think 1520 between 903 on 756 something 526 national 376
be* Verb 6644 16 680739 on prep part 612 come 1512 through 743 there 746 nothing 341 british 357
with Prep 6575 17 675027 with prep group 607 give 1284 over 735 still 718 himself 311 right 354
on Prep 6475 18 559596 do v number 606 look 1151 against 562 even 716 anything 288 early 353
by Prep 5096 19 534162 at prep world 600 may 1135 under 553 too 701 itself 237 possible 342
at Prep 4790 20 517171 by prep house 598 should 1112 out_of 491 here 699 themselves 237 big 338
have* Verb 4736 21 465486 not adv area 585 use 1071 without 456 where 628 someone 187 little 306
are Verb 4707 22 461945 this det company 579 find 990 within 449 however 605 everything 187 political 306
not Neg 4626 23 459622 but conj problem 565 want 945 during 440 over 584 herself 172 able 304
this DetP 4623 24 434532 from prep service 549 tell 775 before 434 in 573 anyone 150 late 302
s Gen 4599 25 433441 they pron place 534 must 723 such_as 321 as 567 everyone 133 general 301
but Conj 4577 26 426896 his det hand 532 put 700 towards 286 most 565 whom 129 full 289
I then used these to help me identify the most common collocations and
colligations of the highest frequency words using online concordance software
(Brigham Young University 2012). NB: although this concordance only uses the
Concordances brought to the surface surprising data about the high frequency
of common collocations which even high-level learners are seldom able to
understand or produce. Teaching these collocations might develop more learner
awareness and natural use of language and reduce the instinct to rely on L1
transfer, in lessons that highlight similarity and difference between languages. Just
one example is the use of the word way, which is among the ten most frequent
nouns in the BNC and strongly collocates with many of the ten most frequent
adjectives (and many of the 30 highest-frequency BNC words), see Figure 2
(Brigham Young University 2012), but in my experience is seldom used with such
frequency even by advanced learners.
Using only the highest-frequency words excluded some stock content of beginner
courses such as nationalities, which allowed time to be used on content with
higher frequency and more transferrable use. Teaching high-frequency words
highlighted and differentiated parts of speech for learners through chunking
activities, raising awareness of word class and syntax through collocation. Lessons
often involved use of collocation memory maps which supported learners
First lessons
The initial lesson introduced the 30 most frequent words from the BNC (Leech et
al. 2001) ten at a time, and asked learners to play with them to make collocations
and add content words to them to make sentences, bringing together some of
the words learners may already know and highlighting the importance of syntax
in English. Although this lesson had little communicative purpose, it drew learners
attention to noticing syntax as a feature of English more broadly, and at the end of
the lessons learners felt that they had some welcome certainty on the use of these
words and their syntax in sentences, which learners could construct. Two further
lessons reviewed these collocations and this approach notably freed learners from
overthinking these words in later lessons and enabled peer-teaching to take place
within the lessons themselves, where one learner had a better command of basic
syntax or knowledge of these words than their partner or classmates.
In the example below, learners practise some international nouns, see Figure 6
adapted from Bygrave (2012), match these to six high-frequency verb collocates
Co-text
Collocations and chunks also associate with particular contexts and co-texts, the
words or sentences surrounding the language being used. Adjacency pairs are
one meaningful way of helping learners to build their understanding of and ability
to use language, developing the skill of predicting content in situations, as with
the short answer responses above. This was extended in other lessons to develop
listening skills of prediction before listening to texts and associate certain chunks
with predicted lexical and grammatical content e.g. asking about the weekend.
Syntax development
In this example the ten highest frequency nouns from the BNC (Leech et al. 2001)
are introduced on individual paper squares, followed by the ten most frequent
adjectives. Pronunciation and meaning are checked, learners make adjective
and noun collocations and map these onto collocation memory maps in group
feedback. Learners then play a Pelmanism game with the word cards to review
common adjective and noun collocations.
Pronunciation
Teaching chunks brings pronunciation features to prominence, so discrete
vocabulary and lexical and grammatical collocations were modelled and drilled
using a natural pronunciation learners could expect to hear on the street or
on TV and the radio. This pronunciation was practised to help match word and
collocation sound-shapes with learners lexical and grammatical knowledge.
To simplify teaching of sounds, I used synthetic phonics (which uses letters of
the alphabet separated by hyphens to represent sounds) rather than requiring
students to learn the phonemic symbols. Its benefit in highlighting sound-spelling
correlations and differences allowed me to develop learners understanding of
the most common features of English phonology both in an integrated way and by
reviewing high-frequency lexis from earlier lessons.
Findings
Successful lessons focused on high-frequency lexical and grammatical words
in combination, introducing individual chunks from grammatical structures with
high-frequency lexis to achieve functional speaking aims. When content words
were combined in collocation, it enabled students to focus on both the meaning of
these words and their place in grammatical and lexical patterns together. Further
activities joining lexical collocations with grammatical chunks enabled learners to
become communicative speakers with unusual fluency, and to build connections
between different pieces of the English language jigsaw that discrete grammar
teaching fails to allow.
The range of language features to be noticed in each lesson held the interest
of both the strongest and the weakest learners in classes, with the result that
The qualitative feedback from elementary level teachers is that students coming
up from beginner classes fitted capably into their classes, and were not the lowest
either in production or understanding. They reported that these students had
stronger language awareness and a pro-active attitude to learning, being on task
and actively questioning them about activities. They also said learners produced
more natural language and collocation than other learners and routinely checked
the accuracy of collocations with the teacher.
Conclusions
The interface of corpus linguistics and the lexical approach connects up pieces of
the English language puzzle, giving learners an outline of the overall picture of the
language, which typical structural coursebooks leave as unconnected islands of
content. It also chunks up confusing grammatical notions into manageable parts,
enabling learners to construct quite complex and accurate language to express
themselves using the limited range of language that is available to them.
References
Brigham Young University (2012) BYU-BNC British National Corpus. Available at:
http://corpus.byu.edu/bnc/ [Accessed 21 July 2012]
Brown, D. (2006) Principles of language learning and teaching. White Plains, NY:
Pearson Education.
Leech, G., Rayson, P. and Wilson, A. (2001) Companion website for: Word
frequencies in written and spoken English. Available at: http://ucrel.lancs.ac.uk/
bncfreq/flists.html [Accessed 20 July 2012].
Abstract
The present study was carried out to implement the principles of co-operative
learning structures in curriculum transaction of Science in grade VIII students
and to study its effect on achievement in Science as well as any changes in
communication and interpersonal skills. The sample of the study was 120 students
of grade VIII. The experimental group was taught using a mixture of co-operative
learning (CL) strategies as per the requirement of the content, while a control
group was taught using traditional teaching methods. The results indicated that
students who studied by the CL method had a higher level of achievement than
students in the control group. The present research indicates that changing from a
traditional competitive classroom to a co-operative one does not diminish student
achievement; it significantly improves achievement. In the present research,
students were individually accountable for their academic performance and the
group was also responsible for every group members performance. Thus a positive
effect on students achievement in Science was found to suggest the usefulness of
co-operative learning for improving students achievement.
Schools generally focus on teaching and content and life skills separately. There is
a need to integrate content teaching and life skills teaching, keeping in mind the
effectiveness and usability of learning in ones immediate life. It is also mentioned
in the National Curriculum Framework (NCF 2005) that, Childrens voices and
experiences do not find expression in the classroom; often the only voice heard
is that of the teacher. All these situations indicate the need for reshaping and
recreating our present classroom environments and methodologies as per the
basic societal needs and the educational aims suggested by the NCF.
Methodology
The sample of the study comprised 120 pupils studying in VIII Class. They were
divided into two groups, a control group and an experimental group, comprising
60 students in each of them. The methodology used included:
Nature of school
The sample was selected from a school (St. Kabir School, Ahmedabad) of GSEB.
Both branches of the school employed the same scholastic and co-scholastic
curriculum and activities.
Grade level
Class VIII students were selected for the study and grade level was thus kept
constant during the study.
Teacher
The experimental group sections were taught by teachers with a sound knowledge
of co-operative learning and the control group was taught by the teachers who
teach traditionally as planned in the annual curriculum of the school. Teachers
teaching the control group did not interact with the teachers teaching through CL
methods during the entire time period of intervention ensuring the non-influence
on each other.
Subject
The experimental group and the control group were taught the same units of
Science of std VIII text book of GSEB.
Duration employed
Both control group and experimental groups were taught the topics for the same
time period.
Intervention
The experiment was conducted in the following phases:
Table 1: Table with Sample size (N), Mean, Standard deviation, Degree of freedom (df)
and t value of achievement in Science of Std. VIII students taught by co-operative
learning methods and traditional methods of teaching.
Experi-
60 31.29 5.01
Achievement mental
Significant
Score in 118 15.84
at 0.01 level
Science Control 60 18.75 3.53
(Also both the male and female students, students living in joint and nuclear
families, having siblings or being a single child, having high or low IRI of Std. VIII,
benefited significantly in achievement in Science when taught using co-operative
learning structures.)
(Also both male and female students, students living in joint and nuclear families,
having high or low IRI of Std. VIII, benefited significantly in achievement in Science
when taught using CL.)
Group work can fail if we do not take into account the social interactions among
pupils and the competencies developed within the classroom context. Implicit
learning by observing others working and sometimes observing ourselves acts as
a valid resource for developing a new perspective for both teacher and taught.
A better understanding of their classroom culture leads to developing successful
and boundary-less co-operative learning structures across curriculum and grades.
Educational implications
It is suggested that co-operative learning has proven to be practical and widely
acceptable to students.
When students are not able to understand the teachers explanation, group
members are able to explain in simpler words that are more easily understood.
In this way, it improves students perception about learning and decreases their
feeling of alienation.
Co-operative learning can be used as a supplement to large group classroom
teaching. It is easier to monitor 12 or 13 students in groups than 55 or 60
individuals in a class.
Co-operative learning suggests a new role for the teacher. A teacher,
accustomed to being the sole source of information for teaching the passive
learners in the classroom, has to change to become a facilitator in the learning
process to actively encourage the students to:
help each other and learn from each other
participate in discussions
facilitate each others learning
engage in problem solving in a democratic way.
The teacher should closely monitor the involvement of all kinds of students,
especially the achieving students, to make sure everyone shares and benefits
from group learning. Teachers need to structure the lessons and curriculum
co-operatively.
Group tasks should be designed and communicated to students in ways that
make them believe that they are linked in such a way that one cannot succeed
unless everyone succeeds. The tasks should engage students more actively in
their learning experiences.
Meaningful content in co-operative lessons is critical for the success of all
students. The topics in different subjects to be taught by co-operative learning
should be so decided that they develop the skills in students that infuse self-
confidence in the direction of becoming independent learners.
References
Ahuja, A. (1994) The effects of a co-operative learning instructional strategy on
the academic achievement attitudes towards science class and process skills of
middle school science students. Dissertation. Ohio State University.
Best, J. and Kahn, J. (1986) Research in Education. New Delhi: Prentice-Hall of India.
Jacobs, G. M., Lee, C. and Ng, M. (1997) Co-operative learning in the thinking
classroom: Research and Theoretical Perspectives. Paper presented at the
International Conference on Thinking, Singapore.
Slavin, R.E. (1994) A Practical Guide to Cooperative Learning. Allyn and Bacon.
Slavin, R.E. (1996) Research for the future: Research on Cooperative Learning and
Achievement: What We Know, What We Need to Know. Contemporary Educational
Psychology 21: 4369.
Abstract
As technologies evolve, our communication styles, information needs and
learning patterns are changing as well. How we as professionals can harness
these opportunities that technology provides yet maintain our grounding in solid
pedagogical approaches can be challenging. Yet, this is an exciting time, allowing
us to utilize our own creativity as we innovate our teaching in response to our
changing environments. This paper outlines a framework that guides educators in
using technologies in pedagogically sound ways that meet students communicative
competence and digital literacy needs within an increasingly connected world.
Resources and guidelines for integrating them into the classroom effectively
are discussed, as teachers use technology for collaboration in an ever-changing
technological landscape.
Background
The current educational and technological landscape in India and many
global contexts is one that increasingly demands English employability skills
for collaboration and authentic communication such as job interviews and
international projects. This need arises at least in part from rising demands for
highly skilled professionals who are proficient in technical and professional English
across all skills. Coupled with increased internet connectivity, there is a growing
awareness of the need for students to become more digitally literate. These
current realities are leading to calls for increased creativity and innovation, as well
as new roles for learners and educators. Teachers can move from being one-way
transmitters of information into educational facilitators and guides, and students
can now become more self-directed and active in their own learning processes.
Pedagogies to meet the demands of these new roles include group learning
tasks and tasks that allow students to become collaborators and cooperators
in the classroom, not competitors (Lakshmi, as cited in Gunesekera 2013: 140).
The opportunities for current interactive technologies are to allow teachers and
students to become content producers, not just consumers, as technology is
integrated into curricula (NCERT 2005).
The current educational landscape is thus one that needs to permit self-expression
and questioning; be motivating and challenging; build students self-confidence;
allow for independent thinking; encourage learners to seek information; and allow
for teacher flexibility (NCERT ibid.). These realities lead to the need for a new
educational framework.
There can be tension between the individual learners goals, however, and the
goals of the collaborative group, where members also have their own priorities.
Therefore, the collaborative autonomous language learner needs to successfully
negotiate this space. As Figure 2 illustrates, also affecting the learner are evolving
collaborative tools, evolving collaborative use of those tools and evolving
pedagogical practices.
Students can be tasked with generating their own content, for example, with a
reflexive photography project. They can, for example, create a multimedia collage
(e.g. with presentation or video production software), with media representing
their language learning goals, barriers to meeting those goals, and strategies to
overcoming those barriers. Collaborating in small groups, students encourage
each other and offer recommendations on further ways to meet their goals.
In addition to offering students increased opportunities for practical tips and
communication, projects using student-generated content support learners
as they build a greater sense of ownership over their own learning and help
educators more fully understand learners realities (Schulze 2007).
The stages for guiding students through this process are found in Figure 3.
Figure 4: The Language Learning Components Offered by Digital Games (adapted from
Bikowski 2012b: 3).
Conclusion
The Pedagogy of Collaboration within an Evolving Technology Landscape
framework guides educators and students as they strive to use technology
for collaboration and navigate the potentially conflicting role of autonomous
collaborative learning. It highlights the importance of students contributing
personal meanings and using appropriate communication strategies as they work
together using interactive technologies in innovative ways. These ten guidelines
remain relevant as pedagogy continues to evolve and can include various
technology landscapes, including online as well as face-to-face contexts.
Kessler, G., Bikowski, D. and Boggs, J. (2012) Collaborative writing among second
language learners in academic web-based projects. Language Learning &
Technology 16/1: 91-109. http://llt.msu.edu/issues/february2012/
Kolaitis, M., Mahoney, M.A., Pomann, H. and Hubbard, P. (2006) Training ourselves
to train our students for CALL in P. Hubbard and M. Levy (Eds.) Teacher Education
in CALL. Philadelphia, PA: John Benjamins.
Abstract
The advent of digital media has changed our perceptions of literacy. Digital
literacies the technical skills and social practices needed to effectively interact
with digital technologies are key 21st-century skills, and are increasingly important
in educational curricula. What exactly are these literacies, and where might they
have a place in English language teacher training? In this paper we look at the
theory underpinning digital literacies, explore how teacher training courses can
address them and consider the challenges involved in operationalising digital
literacies in the low-resource classroom.
So, what exactly is digital literacy? Are there a series of subskills or digital
literacies (note the plural) that we can define? In a recent publication (Dudeney,
Hockly and Pegrum 2013), we propose one way of conceptualising digital
literacies. We envisage four main areas: language, information, connections and
(re)design. Lets explore these one by one.
Focus on language: these are key digital literacies which focus on communication
via the language of text, image and multimedia, and include:
print literacy: the ability to read and produce online text, such as blog entries,
tweets, emails, etc. This is clearly related to traditional print literacy, but
includes an awareness of online text genres.
texting literacy: an awareness of the conventions of texting language or
txtspk (text speak, that is, the use of abbreviations, acronyms, symbols,
etc.), and of knowing in what contexts to use or not use it. Research (Crystal
2008; 2011) has shown that, far from having a detrimental effect on language
standards and literacy, text speak can in fact aid literacy.
hypertext literacy: understanding how hyperlinks in online text work, and
Focus on information
search literacy: the ability to search for information effectively online. This
includes an awareness of search engines beyond Google!
tagging literacy: knowing how to tag (or label) online content, how to create
tag clouds and to contribute to folksonomies (user-created banks of tags).
information literacy: the ability to evaluate online sources of information for
veracity and credibility. In this age of information overload, we also need to
develop filtering and attention literacy so as to know what to pay attention to
and what not and when.
Focus on connections
personal literacy: knowing how to create, project and curate your online
identity. This includes an awareness of issues such as online safety or identity
theft.
Focus on (re)design
remix literacy: the ability to repurpose or change already-made content in
order to create something new. Literal videos on YouTube are a good example
of this see the Harry Potter literal film trailer here for just one example: http://
youtu.be/MahTKZDHXaA
Clearly, then, this is a complicated mix of skills to master, and teachers can play a
part in helping learners acquire some of the necessary skills by integrating them
into their classroom practice alongside the regular content they deal with. In this
way we can make a difference in our learners comfort level, helping them beyond
the tech comfy to the tech savvy which will contribute to their life beyond the
classroom, in the professional workplace and in our (increasingly) knowledge-
based economies.
Lets take Training first. A clear and thorough focus on digital literacies needs to
be integrated into the delivering of all pre-service and in-service training, whether
institution- or state-led. For training to be effective, a transmission (or lecture-
based) pedagogy needs to be replaced with collaborative models and spaces,
so that trainee teachers have the necessary approaches clearly modelled for
them. Mishra and Koehlers 2006 TPACK (Technological, Pedagogical and Content
Knowledge) model needs to be integrated into any teacher training syllabus. And
for practising teachers, ongoing in-house continual professional development that
includes work on digital literacies needs to be the norm.
And if you need one final reason to start integrating digital literacies into your
English language classes, here are some sobering words from Henry Jenkins:
What [students] do in their online lives has nothing to do with the things
they are learning in school; and what they are learning in school has little
or nothing of value to contribute to who they are once the bell rings.
References
Crystal, D. (2008) Txtng: The gr8 db8. Oxford: Oxford University Press.
Dudeney, G., Hockly, N. and Pegrum, M. (2013) Digital Literacies. Harlow: Pearson.
Shirky, C. (2010) Does the internet make you smarter? Wall Street Journal.
Available at: http://online.wsj.com/article/SB10001424052748704025304575284
973472694334.html
http://www.theconsultants-e.com/resources/ToolsResources/DigiLit.aspx
Abstract
The discussion board tasks and small group projects in online teacher education
courses facilitate collaborative inquiry, as teachers process information, think
reflectively, share and construct knowledge through the experiences that each
of them bring to the tasks. In view of their potential for creating an environment
that is conducive for collaborative learning, this paper investigates whether the
participants of e-teacher courses perceive their experience of participating in
the group tasks to be truly collaborative. Based on the authors experience of
participating in a course on Critical Thinking for Language Learning and Teaching,
and the perceptions of e-teachers obtained through a survey questionnaire, the
paper argues that, while there are a few facilitative factors that promote positive
interaction in the discussion board tasks, factors like group grading, different
time zones, lack of group monitoring and mediation by the instructor, and lack of
orientation to collaborative group work impede effective collaboration and learning
in small group projects. The paper discusses the factors and the implications for
the design and implementation of collaborative tasks in online teacher education
courses.
Introduction
Collaboration promotes social construction of meaning in a professional
community of inquiry (Garrison 2005: 15).
The aim of online teacher education courses is to provide not just knowledge and
content (which is readily available even without formal enrolment in a course), but
access to a rich learning environment that provides opportunity for interaction and
connectedness, leading to enhancement of reflection and critical thinking skills. It
has been argued that incorporating well-planned collaborative tasks into teacher
education courses generates better learning, reflection, higher order thinking and
communication skills, through the active co-construction of knowledge during
peer-to-peer and peer-instructor interactions. A great deal of research in this
area also indicates that the collaborative process can result in better motivation,
higher performance and enhanced thinking, as learners achieve richer knowledge
generation through the creation of shared goals, shared exploration and a shared
Given these critical viewpoints and the dearth of empirical studies on teacher
perceptions of collaborative learning experiences, this paper attempts to
investigate how e-teachers perceive their online collaborative group learning
experiences, in order to gain fresh insights into the design and implementation of
collaborative tasks in online courses.
Collaborative learning
Collaborative learning is based on the constructivist theory that recognizes
knowledge as a socially constructed process, a synthesis of social experiences. It
is predicated on the following premises: (a) learning is a social act; (b) learning is
an active process; (c) learners benefit from others knowledge and viewpoints; (d)
dialogue and active involvement promote learning; and, (e) learning takes place
when learners critically reflect on their knowledge (Smith and MacGregor 1992).
discussion board tasks that involve writing weekly discussion posts based
on readings (asynchronous communication and interactions), and replies to
each others postings, questions and ideas. It is generally observed that there
is positive interaction, deep reflection and shared learning in the threaded
The study
Since collaborative tasks are integral to the courses, it was felt necessary to
investigate the teachers perceptions of their collaborative learning experience, in
order to understand what factors facilitate/impede effective collaboration on the
course. Therefore, an opinion survey questionnaire (Appendix) was administered to
teachers who participated in the courses.
The data pertaining to teachers opinion on the nine facilitative factors, with
relation to their role and importance for successful collaboration, was coded as a
percentage for each factor. This helped to represent the information visually in a
bar graph, highlighting the relative importance of each factor.
Since one of the aims of the questionnaire was to ascertain what factors acted
as an impediment to effective collaboration in small group projects, the teachers
opinion and comments on their experiences were invited. Interestingly, the
analysis of the six factors in Figure 4 (bar graph) shows a significant convergence
on two impeding factors: lack of orientation to collaborative group work (75%) and
cognitive conflicts (60%).
Efficient mentoring for each group; interim feedback; accessible mechanism for
conflict resolution; appropriate tools and resources and continuous motivation.
Instead of random grouping, a pattern should be followed with countries in
different time zones.
The course leader should pitch in to clarify certain concepts, consolidate the
discussions and present a summary at the end.
Sometimes face to face interactions are also required, at least using Skype or
webinars.
For collaboration, I think provision of on-line class for all at the same time would
also give a deeper understanding of each other thoughts, ideas as it would lead to
more of interaction and discussion
The tasks should be well-designed and appropriate for collaborative work.
Guidelines for peer assessment should be clearer to make the collaboration more
meaningful.
The findings from the graphs and tables have significant implications for online
course design in two areas: collaborative task design and implementation, and
instructor/instructional strategies.
While implementing group work, as some teachers have pointed out, there is a
need for changing the group constitution for each task so that the participants
get a chance of working with different people. Also, it is useful to allocate
responsibilities to different members (like monitor, chaser or tail-twister), and
ask groups to nominate their members for each role to ensure a more focused
discussion.
One other factor that teachers have considered to be important for facilitating
effective collaboration is group monitoring (75%). It is suggested that group
conferences and exchanges in the group projects should be monitored closely
by instructors, and timely feedback should be given on the process and direction
when necessary, to prevent groups from getting stalled or going off-course. This
would also help to ensure that each member is contributing to tasks in equal
measure. It is often noticed that instructors have a dynamic presence in the weekly
discussion board tasks as they monitor the discussions and provide continuous
guidance to focus on the course goals by utilizing a technique called weaving (a
skill that involves using a part of a teacher comment in a posting and redirecting
it to the main topic without an explicit negative value judgement), but they do not
monitor the progress of the group project or the contribution of each member to
the project regularly. On the other hand, group processing might be necessary to
suggest new paths to explore the topic, or intervene if the project seems to be
falling short of expectations.
Conclusion
There appears to be a strong argument for including collaborative tasks in
online courses as they promote positive interdependence and interaction,
provide a supportive learning community, and lead to the development of meta-
cognitive knowledge, critical thinking skills and reflection (100% of the teachers
acknowledged this in the survey).
References
An, H. and Kim, S. (2007) The perceived benefits and difficulties of online group
work in a teacher education program. International Journal of Instructional
Technology and Distance Learning 4/5. Available at: http://www.itdl.org/journal/
may_07/article01.htm
Dirkx, J.M. and Smith, R.O. (2004) Thinking out of a bowl of spaghetti: Learning
to learn in online collaborative groups, in T.S. Roberts (Ed.) Online collaborative
learning: theory and practice. Hershey, PA: Information Science Publishing.
Johnson, D.W and Johnson, R.T. (1989) Cooperation and competition: Theory and
Research. Edina. MN Interaction Book Company.
Johnson, D.W. and Johnson, R.T. (2004) Cooperation and the use of technology
in D.H. Johanssen, Handbook of research on educational communications and
technology (Second edition). Mahwah, NJ: Lawrence Erlbaum Associates.
Swan, K., Shen, J. and Hiltz, S.R. (2006) Assessment and Collaboration in Online
Learning. Journal of Asynchronous Learning Networks 10/1: 4562.
An opinion survey
Dear teacher
This survey aims to gather information on your perception of collaborative
learning in E-teacher courses, with specific reference to group tasks/projects.
Could you please reflect on your own online group work experience in the course
that you have participated in and complete the survey form? The information will
be used for research purposes only.
Your participation is greatly valued and appreciated.
Meera Srinivas
A. Personal information
1. Full name:
2. Country:
3. Gender:
4. Age:
5. Professional position (teacher, trainer, school administrator, independent
educational consultant, other):
6. Location of work:
7. Years of professional experience, with details:
8. Reasons for enrolling in E-Teacher courses:
9. Please check all of the communication methods you used during group
assignments.
Telephone
E-mail
Skype (video calls)
Instant messaging or other types of synchronous chatting methods
Group Discussion Board
10. Which communication methods did you utilize most in completing group
assignments/projects in your course? Why?
11. List the factors which helped you to successfully complete the online group
tasks in the course.
13. In what ways has participating in online group tasks/projects helped you? (Tick
whatever is applicable to you) It has:
14. In your opinion, how important are these factors for promoting effective
collaborative learning? Give reasons.
Individual accountability/
assessment
Group monitoring
Individual differences in
learning styles
Group grading
Lack of face-to-face
communication opportunities
Lack of orientation to
collaborative group
16. What suggestions do you have for enhancing collaboration in online group
tasks?
Abstract
Video recordings of micro teaching of ELT teacher trainees can help them reflect
on their own teaching. This paper, which is based on a tryout with a group of ELT
teacher trainees at the Institute of Language Teaching, Jamnagar, presents the
possibilities of using video recordings of sequences of teaching language as tools
for reflection to assist trainees to become insightful and realistic about their own
teaching. By enabling them to watch their own video-recorded lessons in ELT
pre-service teacher training programmes, we can assist trainees to reflect on
their teaching and thereby help them become autonomous learners. This view is
endorsed by the responses of the trainees in the study.
Introduction
Micro teaching is one of the most important components of pre-service English
Language Teacher training programmes. The aim of micro teaching is to bring
prospective ELT teacher trainees to the real world of teaching where they are
guided first to observe the trainers demonstrations and then plan lessons in
groups in order to teach their peers and obtain feedback from both peers and
trainers. This crucial part of pre-service training requires careful thought and
planning. The objective is to help trainees become insightful and realistic about
their own teaching practices by guiding them to discover their own strengths and
weaknesses in teaching and helping them find ways to improve their classroom
performance.
Self-reflection
Reflection is crucial at every stage of teaching and training, but this is often
neglected in pre-service teacher training programmes or left to the trainees
to reflect without any assistance from the trainers. As reflection applies to all
educational situations and is essential to life-long professional development (PD)
(Wallace 1981), it is important to provide opportunities to the trainees to self-
reflect on their own teaching. Self-reflection encourages teachers to develop the
skills of viewing the teaching process thoughtfully, analytically and objectively as a
way of improving classroom practices (Richards 2002).
The experiment
Video recording of teacher trainees could be a sensitive issue in Indian contexts.
It is therefore important to convince them that it would help them notice their
strengths and weaknesses in teaching language. It is also important to make
sure that they are not too conscious of being recorded and get tense. With this
in mind the tryout was carried out with 34 ELT teacher trainees at the Institute of
Language Teaching, Jamnagar when the micro teaching was scheduled. Micro or
peer teaching is a compulsory component of B.Ed English and therefore trainees
have to take five lessons on different language skills, for example, teaching
speaking and listening, reading, writing, grammar, and vocabulary. They are
supposed to work in groups of four to plan the different stages of a lesson. Hence
they were divided into groups and each group was helped to plan a lesson. Each
member of the group would take one stage of the lesson with the peers as the
Participants response
Based on the guiding questions, they submitted a brief report on their teaching of
each micro lesson. The pre-service teachers appreciated the video recordings as
they would serve as a permanent record of their lessons. For example, Daxa wrote:
Yes, its a very good way of watching your performance and observing your way
of teaching. After seeing my video I came to know about my pluses and negative
points, which I can think about when I plan lessons next. Hemangi said: This video
recording helped me find out my mistakes, errors in pronunciation, and helped me
improve my confidence. I think it is good to catch my negative and positive points. It
feels good.
The self-reflection enabled them to identify their areas of strength and weakness,
especially in the use of English. For example, Ratan wrote: I was able to engage
the class but my English was so poor I made a lot of errors in tenses, while
Chandini focused on handwriting and use of vocabulary on the chalkboard. She
said, My chalkboard writing was bad, and I even made errors in spelling. I wrote
irrigation instead of irritation, which the observer did not notice. They realized they
needed to worry about their body language, improve their accent and knowledge
of language functions, and their interaction with the students. Sonals response
supports this view: I was standing in one place the whole period, and I addressed
most of the questions to only Ramesh. I read the whole poem in a single breath
and never looked at the class while reciting it, and I addressed questions to only two
participants, was Jays response. Others commented that they looked confident,
gave clear instructions, were able to ask relevant questions, and tried to involve
the whole class.
Viewing the video alone or with a friend gave the trainees a lot of confidence and
they were able to identify what was missed in the peer/trainer feedback. Most
of them talked about their body language: their posture was not appropriate
and they did not smile at all. These minute issues, though relevant in language
teaching, might be missed in the trainers feedback. The recording also gave them
Implications
The video recording of micro teaching and the self-reflections of the trainees
underline the possibilities of using mobiles to record teaching sequences and
the importance of making it a compulsory component of an ELT pre-service
teacher training programme. Teacher trainers should realize the significance of
video-recording as it would enable trainees to shift their focus of reflection from
superficial features of classroom management to key pedagogical issues. They
should be ready to use video recordings (mobile recording for cost effectiveness)
in both peer teaching and real classroom teaching and help promote self-
reflection.
References
Kong, S., Shroff, R. and Hung, H. (2009) A web based video system for self
reflection by student teachers using a guiding framework. Australian Journal of
Educational Technology, 25(4): 544-558.
Tuga, B.E. (2013) Reflective feedback sessions using video recordings. ELT Journal
67/2: 175-183.
Wallace, M.J. (1981) The use of video in EFL teacher training. ELT Documents 110,
Focus on the teacher: Communicative approaches to teacher training. London:
British Council.
Abstract
This paper explores the possibility of making print materials, specifically the
language textbook, more accessible to visually impaired learners who have been
mainstreamed in regular classrooms. This is done to facilitate their participation
in classroom activities and help them engage more meaningfully in the learning
process. The study has employed prior knowledge of listening skills for an
individuals cognitive development. Three lessons from the English textbook used
by schools affiliated to the Andhra Pradesh State Board syllabus were presented
in an audio format (as Mp3 files) to eleven visually impaired (partially sighted and
legally blind) learners from nine schools. Modifications for the prescribed tasks
and activities at the end of the lesson were carried out in order to generate self-
reliant participation of the target group to identify learning. Response sheets were
provided using Braille and large-print answer sheets to encourage participation.
Analysis shows the target group were better performers when provided with
necessary support using advancements in the print media and audio technology.
On the other hand, the findings proved to have disadvantages for the Braille learner
after they had been mainstreamed into regular schools.
Introduction
Education must aim at giving the blind child knowledge of the realities
around him, the confidence to cope with these realities, and the feeling
that he is recognized and accepted as an individual in his own right.
(Berthold Lowenfeld)
Background
Participants excelling in special schools are recommended for enrolment in
mainstream schools after certain necessary skills such as mobility (being able
to use a white cane), academic skills (ability to read and write Braille), computer
skills (to access information) have been taught. Such participants find themselves
among the greater population of the class as the odd ones with special needs.
They find accessing material is a challenge as they are not provided with the
necessary Braille materials in the regular classrooms. Instead, teachers cater for
the needs of students who are partially sighted whenever possible by providing
A3-size sheets in large font format. However, these materials do not last till the
end of the academic year. Visually challenged students are usually provided with
scribes during examinations. They prefer advanced learners to be their scribes
during examinations as students from lower levels of study or administrative staff
members may make errors in writing the answers, or they may interrupt the flow of
thought of the participant concerned while (s)he is dictating their answers to the
scribe. Such students find advanced learners to be more patient and effective in
helping them perform at their best within the given time.
Teachers, on the other hand, do manage to generate materials that can help at
least the partially sighted students to participate. Many teachers, however, ask
how they can allow a visually impaired student to use Braille when they themselves
cannot read Braille. Not many teachers are trained to face such situations, and
they are left to adapt to institutional procedures, which usually focus on the needs
of the majority. In such situations they are required to design new materials, which
is evidently not possible in the case of Braille. They are therefore completely
dependent on the institution to address the special needs of the participants
enrolled.
Institutions do realize the fact that infrastructure to meet such special needs has
to be created, provided the State makes available teachers with the necessary
training and adequate support staff. If schools are to provide education to visually
disabled students, they should be able to establish a materials development
department for special needs or the Government should find ways to meet
the demands of visually impaired students. Computer laboratories need to be
equipped with user-friendly software, which is usually very expensive. However,
even if the cost is met, trained staff to assist the users should be made available.
Due to the nature of the problems mentioned earlier, the population ratio between
regular students and visually impaired students per class is 25:1. It should be
noted that students are promoted to join mainstream schools after they acquire
the necessary skills to participate and perform in class including mobility skills,
academic skills specific to Braille literacy, and computer skills. In the existing
situation, we were able to identify only 11 visually impaired participants from 9
different schools. In this target group 7 participants were Braille users (legally
blind) and 4 were large font users (being partially sighted). They had been
mainstreamed to join grade 7. In order to study how they adapt to new methods
in mainstream school we chose our target group from standard 8. This we thought
would help us investigate their current academic progress.
Hypotheses
1. Modifying the reading passages in the textbook and presenting them in the
Mp3 audio format would provide greater accessibility to the content of the
lessons. Students would be able to access print material and would not need
to depend on their peers or parents to read out lessons to them, thus making
them independent readers.
2. A smaller file format would facilitate repeated use at home and at school
without the need to erase the files for future use. Easy storage capabilities
keep usage-related problems at bay and are also helpful to those who get
promoted the next academic year.
3. Using the multiple choice and true/false question format to present the
exercises at the end of a reading passage (such as comprehension questions,
word study, usage and grammar) would allow visually impaired students to
answer questions just like their sighted peers.
4. The use of large font and Braille response sheets to code their responses
would allow us to assess the comprehension of our learners. It would also
provide them with an opportunity for self-assessment and this could have a
further effect on their motivation to learn.
Modification of materials
Phase 2 of the study was divided into two parts. The first part was to analyse the
lessons in the language textbook prescribed by the Andhra Pradesh State Board.
The analysis was carried out in terms of (i) the number of units, (ii) the presentation
of these units (i.e. the number of pages per textbook, the font size used), (iii) the
language skills and areas covered by the post-reading exercises at the end of
the unit, namely, comprehension, spelling, word study, language use, usage and
grammar, and writing. We then decided to use three units for the purpose of the
study:
The second was to provide access to the textbook and its units; therefore the units
were recorded in the studio in Mp3 format. This was meant to help learners store
and save the Mp3 files for extended use. To increase comprehensibility and proper
learning, task types were modified so that the students could perform on their own
without the need for a scribe.
S.No. Layout of the unit My Struggle for With the The Seventh
an Education Photographer Mandarin
1. No. of paragraphs 15 11 27
2. Notes & meanings 27 29 21
3. Comprehension 15 10 20
4. Spellings 12 12 15
5. Word study 19 26 15
6. Language use 13 Oral activity , 1 14
activity
7. Usage and 9 8 5
grammar
8. Writing activity 2 activities 2 or 3 paragraphs, 2 2 activities
Response in 2 activities. Response
or 3 paragraphs in 2 or 3
paragraphs
The table above shows the number of paragraphs and activities in each unit
recorded as an Mp3 file. For example, the first unit My Struggle for an Education
is in 15 paragraphs in the textbook. Therefore, an Mp3 file named after the lesson
consists of 15 Mp3 files of just the text paragraphs. This is the method used for
every activity and indicated by the serial number given. The textbook itself is
user-friendly in terms of presentation, the paragraphs consisting of not more than
five sentences each, making it easier to remember the text in smaller chunks. Bold
fonts, italics, quotation marks, etc. give the reader essential clues to meaning;
this was necessary for our target group also to notice. Therefore, for a tactile and
auditory learner we decided to provide such clues in the audio file by using a male
voice and a female voice. For example, the title of the lesson was read out by the
female voice and the remaining paragraphs by the male voice. For synonyms, the
difficult words were read out by the male voice and the meaning was provided in
the female voice.
Note:
Conclusion
Relevant literature indicates that the concept of access is one of the main
research areas in visual impairment education. Having examined the existing
problems of the target group in mainstream classroom, this study attempted to
make English accessible to the target group by adopting some alternative formats.
We began with the hypothesis that presenting print material in an audio format
(Mp3) would make it more accessible to our learners. A smaller file format would
facilitate repeated use in school or at home. The theoretical support for this came
from two core areas: (i) research in reading which shows that listening and reading
are closely linked, and (ii) research in the area of multimedia as an alternative
means of literacy for those whose access to print is limited.
We also hypothesized that using the multiple choice and true/false question format
to present the exercises at the end of the reading passage would give learners a
sense of satisfaction at being able to complete these tasks independently thereby
increasing their motivation levels. The fact that they were able to complete the
post-reading tasks well before their peers in class motivated them enormously and
the performance was at its peak. Attention must be drawn to the fact that the task
types modified for greater participation proved to be user-friendly for our target
group and made scribes redundant. In our informal interviews we learnt that our
students are unable to practise Braille reading or writing in mainstream schools.
This highlights the fact that certain students when mainstreamed lose the literacy
skills acquired in special schools. Due to non-availability of Braille materials in
mainstream schools, they are in danger of becoming unable to access Braille print
altogether. This has implications for decision makers at the school and government
levels.
Abstract
Reading is a complex and cognitively demanding process that requires chunking.
But visually impaired learners have to read a text word by word whether read out by
a scribe or with the use of technology.
Reading comprehension tests have both global and local questions, and not
always in a linear order. To answer these questions, therefore, a reader has to go
backwards and forwards within the text. This is a capability taken for granted by
sighted learners but causes immense problems for a visually impaired student.
Paragraphs are rarely numbered and questions do not indicate the location of
the answers. Good scribes identify appropriate paragraphs; technology only
enables word/line/paragraph skipping. Paragraphs in reading comprehension tests
for visually impaired students should therefore be numbered and local/specific
questions should indicate the paragraph they refer to.
Introduction
The ability to read has been and continues to be indispensable and fundamental
to education. Reading, in general, involves the ability to comprehend and interact
with written text either in print or in the electronic mode. In academic contexts,
this ability is expected to increase because, as students progress in their
academic levels, the demand of reading increases enormously. Thus, reading is
arguably the most essential skill for success in all educational contexts. It also
remains a skill of paramount importance in the context of general language
assessment and testing. This is because most formal tests use the written word as
a stimulus for test-take responses and reading performance is a prerequisite for
certain tasks even in oral interviews (Brown 2004). The visually impaired learner/
reader/test taker (the VI learner/reader/test taker hereafter) therefore, in the
context of testing, is at a disadvantage as reading involves the ability to decode
print and understand the meaning of the text. VI learners, if they cannot access
Visually impaired learners access their reading either through Braille or through
a human/screen reader. Cost effectiveness, length of text and durability are
serious concerns with Braille. It is also not preferred these days due to advances in
technology. In the twenty-first century, therefore, most VI learners use a scribe or
rely on technology.
When a text is read out to VI learners they cannot visualise the orthography of
the language. As a result, they become print disabled. If the reader/scribe fails
to articulate or draw attention to text features like punctuation, capitalization,
underlining, bold, italicization, and differences in fonts and indents, VI learners
may not completely comprehend the text. Decoding skills like letter recognition,
understanding word boundaries, and text chunking becomes near impossible.
Graphemes are purely a visual input and the identification of letters entails the
ability to match letters and sounds which, in turn, enables the development of the
understanding of words and spelling patterns. Even with the use of technology/
scribe, graphemes cannot be perceived by visually impaired learners. They can be
perceived when texts are read in Braille, but it involves tactile reading and has its
own problems.
Texts of varying length and complexity are used to assess reading capability. The
information in these texts could also be presented in a linear or cyclical manner
and links within and across paragraphs indicated overtly or covertly. Sighted
learners can easily move back and forth within the text to access the required
information and make necessary connections. For the visually impaired learner
such cyclical reading is time-consuming and laborious.
The study
The argument made in this paper is that, if paragraph numbers are marked and
each question carries this number next to it, a VI reader who is taking a reading
comprehension test will be able to answer the test more easily and will also be
able to exhibit his/her own capability.
For the purpose of this study, five visually challenged learners and five sighted
learners with varying levels of proficiency (registered for courses ranging from
BA to PhD) were asked to take tests of reading comprehension. There were three
parallel expository reading texts, with eight multiple-choice question (MCQ) items
each. In the first text paragraphs were not marked, while in the second and third
texts paragraphs were marked and paragraph numbers indicated next to each
question. The first two tests were taken by both sighted and visually impaired
learners (with the help of a scribe). The third test was taken only by the visually
impaired learners with the help of a screen reader. The performances across these
tests were compared.
A retrospective interview that dealt with comparisons and contrasts across text
performances and modalities was also conducted with the visually impaired test
takers. The impact of paragraph marking and indication of paragraph number next
to the question was one major focus. The other was to find out scribe/technology
preference for testing.
When one looks at the range of marks and the mean of the VI learners for scores
in tests 1 and 2, there is a slight difference. The minimum mark has changed from
2 to 3 and the mean has also increased by 0.4%. By contrast, the performance of
the sighted learners across these two tests shows that both the minimum and the
maximum mark was reduced by 1. Their mean has therefore dropped by 0.8%.
One can therefore tentatively conclude that marking paragraphs has helped the VI
learners perform better but that it has not really aided the comprehension of the
sighted learner.
When one compares the scores of tests 2 and 3 (taken only by the VI learners)
it is clear that the maximum score has come down by 1 mark and the mean has
dropped by 0.7%. Test 3 had to be taken with the use of a screen reader. One
could argue that this decrease in marks could have been caused only by non-
familiarity with technology under test conditions. But even though paragraphs
were marked, the table shows that the time taken for this test was much more than
the other two tests. The VI readers stated in their interview that they had other
problems with the use of technology for testing.
It is interesting to note that, with reference to time, both sighted and visually
impaired learners spent less time with test 2 where paragraphs were marked and
the numbers of paragraphs indicated next to the corresponding question. Sighted
learners took only one minute less to complete test 2 when compared to test 1.
By contrast, the VI test taker took a good 4 minutes less. The maximum amount
of time taken (more than three times as much as the time taken by the sighted
learner to complete one test) was by the VI test taker who had to rely on the
screen reader, JAWS.
Thus, one can tentatively conclude that a VI test taker prefers a human reader,
or rather a scribe, to the use of technology when he/she has to take a reading
comprehension test. The marking of paragraphs and indication of answer location,
it would seem, aids better comprehension. This was stated in many ways by the
five VI learners who participated in the study.
Thus, one could conclude that scribes would be preferred by VI learners when they
have to take comprehension tests. This does not mean, however, that test taking
with scribes is problem free. The proficiency of the scribe, or rather lack of it, can
even lead to non-intelligibility in reading. As succinctly put by a test taker: Wrong
parsing and mispronunciation result in misinterpretation of text [V1].
The scribes attitude can cause even more problems for the VI test taker. Scribes
are just that: paid to do a job and therefore not committed to the process of test
taking. They are often reluctant to read and re-read a text and questions. One of
the test takers spoke on this at length: After all it is not the scribes test, therefore,
they dont want to read the text again and again when asked for. This is one of the
major problems with scribes, where learners are forced to memorize the text in
order that they can answer the questions without asking the scribe to read again
and again [V1].
Three others (V1, V3 and V5) asserted: I could directly go to the paragraph and
answer the questions. One test taker went to the heart of the matter when he
stated: It is useful for the scribe, who need not to search for the paragraph and
lines (sic) (V4).
This implies that when paragraphs are not numbered, and the location of answers
not indicated for VI test takers, more often than not, particularly when questions
test skimming and scanning, it is the capability of the scribe that is being
evaluated. This is much more problematic and worrying than construct-irrelevant
issues like a metallic voice, accessibility and extra time taken affecting test
performance (Bachman 1990).
References
Bachman, L. F. (1990) Fundamental Considerations in Language Testing. Oxford:
Oxford University Press.
Abstract
The search for and study of appropriate digital technological applications in ELT
classrooms continues to impact the development of pedagogy, yet teachers
and students lack opportunities for reflecting upon their experience of handling
technology in the language classroom. The study is based on a pilot study project
funded by the Regional English Language Office (RELO), American Centre, New
Delhi and facilitated by the Academic Staff College of the Aligarh Muslim University
as part of the Kindle Mobile learning initiative in India. The paper is based on the
use of Kindle technology by 337 young learners enrolled in four English Access
Microscholarship programmes at Aligarh, Bhubaneswar, Kochi (Aluva) and Kolkata.
In keeping with the scope of the project, the use of the Kindle technology relates to
the development of strategies for the integration of pre-loaded content, continuous
evaluation and troubleshooting. The starting point of this paper is to see how Kindle
technology is used for getting young learners to motivate themselves for language
learning when opportunities are created outside the formal conventional English
classroom.
Introduction
In recent times research has reported evidence of teachers using learning
technologies and adapting them to their classrooms. The 1998 UNESCO World
Education Report on teachers and teaching in a changing world describes the
radical implications Information and Communication Technologies (ICTs) have
for conventional teaching and learning (Traore and Blankson 2011). Wickman
(2009) believed that students would not be prepared for the real world and
the expectations of employers unless they are given an opportunity to use
technology (cited in Cravens 2011: 35). The tech-savvy generation is catching up
with technological changes since it has dramatically changed the way people
communicate and exchange information (Akyol 2010). Zhao and Lai (2008) point
out that technology encourages active practice and helps to eradicate the filter
of anxiety as identified by Krashen (1982).
Objectives
Since Kindle-learning research is still in its infancy, the amount of available primary
research studies is not significant vis--vis other fields of study like e-learning.
While the topics reviewed in other E-literature reviews have undoubtedly added
to the field, none of theresearch was found to be specifically focused on student
perception of using Kindle technology. It is against this background of Kindle use in
the ESL classroom and perceptions of young learners that the following research
questions were formulated:
Methodology
The study used a mixed research design based on qualitative and quantitative
research instruments. Quantitative surveys which follow later are further cross-
referenced with the qualitative data obtained through the transcription of video
data of classrooms observed at the four centres.
Questionnaires were designed to investigate the young learners ability to use the
Kindle, attitude and motivation regarding the use of Kindle technology and pre-
loaded language activities in the device. These questionnaires were designed on a
five-point Likert Scale.
Kindle lesson plans and video transcripts were employed to provide a clear picture
of the classroom activities, and the methods and strategies used by teachers in
order to find out how far the participation and involvement of learners seemed
evident in the learning process.
Data processing
The analysis of data was done through lesson plans designed for Kindle use and
transcription of video files of the classrooms observed at the four centres. Video
recordings and transcripts were maintained to provide an authentic record of the
Amazon Kindle lesson plans in action, the classroom events, teachers movement,
gestures, use of body language, environment of learning, and other contextual
aspects of the lesson. To enable a closer analysis of the data, contextual aspects
of the lesson were captured to provide evidence of discussion, and analysis based
on quantitative surveys was attempted. The descriptive statistics obtained through
survey findings were cross-referenced with the video data.
Sample
A total of 337 participants aged 14-16 years old took part in the survey including
110 participants from Aligarh, 110 from Bhubaneswar, 45 from Kochi/Aluva, and 78
from Kolkata.
81-98 per cent of learners reported looking up words in the in-built dictionary
(see Table 1c). Similarly, vocabulary learning became easier (see Table 1a). Doing
the activities in the form of a vocabulary quiz competition increased the learners
motivation for finding new words (see Table 1b). In addition, learning with pre-
loaded texts provided more exposure to predicting and acquiring contextualised
vocabulary. For younger learners the Kindle became a motivating source of
authentic reading and listening comprehension via vocabulary games, and they
seemed to have become aware of pronunciation as well as new vocabulary. (See
Table 2.)
Tables 1-6 are amended on a 3-point scale for data presentation purposes from the
original questionnaire which was distributed to the participants. All of the data is
presented in percentages.
Table 2: Reading
The study, by and large, reported ample evidence of the effective use of the Kindle.
Nevertheless, there were instances of difficulties relating to troubleshooting,
reflected in nearly 29 per cent of the respondents from Aligarh, 18 per cent from
Bhubaneswar and 29 per cent from Kolkata. 16 per cent from Aluva were unable to
perform troubleshooting functions. Only 24-42 per cent of respondents performed
on an average level. This problem was further compounded by difficulties
experienced in rebooting and resetting by way of a frozen screen and the device
not being charged on a regular basis.
Conclusion
Findings indicate that when students are given opportunities to practise
language skills by way of using technology, they feel more confident about their
understanding and take chances (Wartinbee 2009: 13). This is also possible in the
case of Kindle technology since Kindle use is clearly situated and is dependent
on the Access context. It is assumed that this might work in contexts outside the
formal English classroom though it may not be entirely replicable.
References
Akyol, K.P. (2010) Using educational technology tools to improve language and
communication skills of ESL students. Journal of Novitas-Royal Research on Youth
and Language 4 /2: 225-241.
Cravens, T.R. (2011) Effective technology strategies teachers use in the urban
middle grade mathematics classroom. Middle-Secondary Education and
Instructional Technology Dissertations. Paper 85.
Traore, M. and Blankson, L.K. (2011) Using literature and multiple technologies in
ESL technologies in ESL instruction. Journal of language teaching and research
2/3: 561-568.
Wartinbee, E. (2009) The value of technology in EFL and ESL classroom: using
the smart pen to enhance the effectiveness of ESL instruction. Peabody College,
Vanderbilt University.
Zhao, Y. and Lai, C. (2008) Technology and second language learning: Promises
and problems in L. Parker (Ed.) Technology-Mediated Learning Environments for
Young English Learners: Connections in and out of School. New York: Taylor &
Francis Group.
Abstract
This paper is an attempt to document the experience of an intervention that
focused on developing the writing skills of first year engineering students at the
Indian Institute of Technology (lIT) Indore. The exigencies of classroom procedures
and pragmatic considerations make it rather difficult for the teacher in mixed
ability classrooms to pay attention to students who do not write very well. A two-
pronged attempt was made to resolve the problem of teaching writing in large ESL
classrooms. Firstly, through peer group writing students with better writing skills
provided scaffolding for learners who did not have appropriate writing skills. This is
in line with collaborative learning preceding and promoting individual development.
Secondly, technology (track changes and comment in MS Word, multimedia
language laboratory) was used innovatively within the classroom to enable peers
and the teacher to provide opportunities for whole class feedback and revision. For
this to happen, over many classes the essays written by each group were displayed
on the projector, commented on and revised by the class collaboratively. These
writing activities will further the process of building writing strategies.
Introduction
Writing is central for our personal and social identities, and we are often evaluated
by our control of it (Hyland 2002: 1).
Writing skills are widely recognized in industry as having a clear impact on career
advancement. Employers and teachers have long been concerned about students
whose poor written English prevents them from reaching their full potential. Singh
(1990), in a nation-wide survey under the Need-based English for Science and
Technology (NEST) at the Curriculum Development Cell of the Indian Institute of
Technology (IIT) Kanpur, concluded that:
Although technology provides facilities like track changes and comments (MS
Word) they are hardly used by teachers in ESL Indian classrooms. Evaluation
procedures are norm-referenced, which provides little information to teachers,
students and parents as to what students can or cannot do.
The ebb and flow of constructive criticism is important for learning. Universities
conventionally put forward a top-down model of criticism, much of which is linked
to pointing out errors and assigning marks. The horizontal student-to-student and
self-critical aspects of this flow are rarely cultivated (Jha 2004: 99).
Damage control
Effective writing skills are of top importance for the IITians. The good news is that
students are aware of their own difficulty in writing. It is therefore imperative that
they are offered help with writing, and the criteria for assessment of a task made
familiar to them. The teacher needs to step out of the traditional role of the reader,
which has been to evaluate the learners first draft as if it were the learners final
draft, and assume the role of a consultant facilitating the learners step-by-step
creation of the text (Dharem 1995: 160).
The study
The aim of the present study was to examine the benefits of feedback in multiple
mode technology on the writing skills of first year engineering students at lIT
Indore. An ancillary aim was to study the impact of increased clarity regarding
evaluation criteria on their writing. It was hypothesized that scaffolding writing
techniques through peer-editing, and feedback debriefing sessions guided
by evaluation criteria would significantly improve student-writers writing. The
researchers underlying pedagogic concern was to create an environment
conducive to revision of drafts and thereby to help students see the learning
process in action.
Methodology
The methodology followed in the writing classes was based on the concept of
scaffolding which points to sustained support for the student-writers endeavour
to create texts. Donato (1994), cited in Cotterall and Cohen (2003), explains the
concept of scaffolding as follows:
Every class session (organized once a week) lasted for three hours and included a
review of the days learning, feedback from student-writers and an opportunity for
them to arrive at an individual action plan for the following session. The emphasis
was on stimulating introspection and critical reflection in a non-threatening
environment, wherein every student writer could try out ways of expressing ideas
in the drafting-revising process leading to the first version finally submitted. The
very process of reflection is a powerful resource as through it we integrate new
learning with our previous experience and that of others. OMalley and Pierce
(1996) believe that through self-reflection students learn how to collaborate
with their peers effectively, exchange ideas, co-construct meaning, revise their
understanding, and share meaning with others all of which helps in developing a
meta-perspective on their own learning.
Stage 1: Orientation
The objectives, contents, evaluation scheme and methodology of the writing skills
development were explained in the introductory lecture. Attributes of effective
writing were made clear and a handout on tips for effective writing was provided.
Students were asked to use these guidelines when they began to write in the
sessions to follow. Since they would meet the teacher (the researcher) only once
a week for three hours in the language laboratory they were made aware of
how online tutoring would be provided by the teacher. They were also asked to
maintain a daily learning log. The introductory session involved one writing task: a
personal narrative of about 150 words with a generous time allowance of one hour.
They were given a separate file to keep their papers (drafts) to make them readily
available to work on later.
After having prepared the students in this manner, a short presentation was made
on the scoring guide and its use. This was to make them aware of different aspects
of a written text through criteria specified in the guide. A set of three sample
essays on a given task were shown on the screen. One of these was selected for
scoring by them. Students were asked to grade the displayed essay on a nine-point
scale using the scoring criteria. Helping them get this meta-perspective was the
first stage in preparing them to engage in self-assessment and peer assessment in
the later sessions.
The session ended with a phase of self-reflection for which three questions were
given:
Each group produced another two revised drafts of the same essay. After the third
session a post task was given. Each student working individually wrote an opinion
essay on a new topic. This essay was formally evaluated by the teacher. The same
method was adopted for the other genres narrative, expository, argumentative,
etc.
Findings
The study revealed that structured peer collaboration was successful both in
facilitating students revision skills and in helping them in a whole class discussion.
Many positive learning experiences were noted in the study related to texts,
genres, lexico-grammatical features, meta-discourse and overall enjoyment.
Use of effective scoring guides helped them internalize the assessment criteria
and understand the demands, constraints and parameters of a specific task.
They learned more about writing and revision by reading each others drafts
critically, and their awareness of what makes writing successful and effective was
significantly enhanced. Peer correction succeeded in removing nearly 80% of
errors in a reviewed draft. These included changes in meeting task requirements,
coherence, overall clarity of idea in a sentence, the forms of citation used and their
relevance. The fact that most of the errors were removed by peers speaks volume
of the efficacy of the method used. Table 1 given below shows some of the errors
noticed by the peers.
Corrective feedback was well received by students using the track change function
of a word processor in whole class discussion. Assigning students to mixed ability
groups was found beneficial as it gave them more opportunities for collaboration.
They could get over their initial inhibition of giving and seeking feedback.
The major outcome of this study was the students recognition of themselves
as having significant competencies as opposed to their initial self-perception
as language learners with problems. The impact of increased clarity regarding
evaluation criteria on their writing was visible. Their understanding of the
advantages of multi-drafting tasks and improved writing skills were reflected in the
end-semester examination and graded writing assignments.
Conclusion
Large classes are a reality. This method may in fact turn out to be beneficial to
large classes. Whole class discussion and the editing of a sample of monitored
writing allow students to practise the skills of evaluation while maximizing their
understanding of the needs of both readers and writers. Besides providing time
for students, this provides the teacher with a battery of strategies to utilize in
the classroom. Unless students become the fulcrum, teachers will not be able to
achieve much. Training them in self- and mutual correction should be seen as an
essential part of teaching how to write.
References
Cotterall, S. and Cohen, R. (2003) Scaffolding for second language writers;
producing an academic essay. ELT Journal 57/2: 158-66.
Foreword
Michael Connolly has been Assistant Director English Partnerships for the British
Council in India since September 2013. Michael began his career in ELT in 1998
in Japan, working as a language assistant in local high schools. He has since
worked in a variety of teaching, teacher training and academic management roles
in Spain, Egypt, Morocco, Jordan, the Palestinian Territories and in India since
2011. As Assistant Director English Partnerships India, Michael is responsible for
the strategic direction, leadership and management of the English Partnerships
project which since 2007 has reached more than 840,000 English teachers in
twelve Indian states, working directly with over 8,000 Teacher Educators selected
and trained by the British Council. Michael has Cambridge CELTA and DELTA
qualifications in English language teaching as well as a BA and an MA from the
University of Leeds in the UK.
Introduction
Paul Gunashekar has been teaching English, training teachers of English and
developing instructional materials for language teaching for over forty years.
He is a Professor in the Department of Materials Development, Testing and
Evaluation, and Dean, Publications at the English and Foreign Languages University,
Hyderabad. He has authored, co-authored and edited over two hundred ELT
textbooks, workbooks, supplementary readers and reading cards. He specializes
in course design, teacher development and English for Specific Purposes. He edits
the EFLU research journal Languaging, and is the Indian English consultant to the
Oxford Advanced Learners Dictionary.
Preface
George Pickering is a coach, trainer and consultant, who has delivered talks
and consultancies in over 60 different countries for the British Council and other
organisations. He is the academic director of the English UK Diploma in English
Language Teaching Management and a tutor on the International Diploma in
Language Teaching Management. He is an inspector of language schools for the
British Council in the UK (Accreditation UK). George was the co-ordinator of the
IATEFL Leadership & Management Special Interest Group for many years and is
currently the SIG representative on the IATEFL Board of Directors. He has degrees
in Philosophy & Politics and Psychology & Anthropology, a PGCE and a Masters in
Second Language Learning & Teaching.
Julian Edgehas been involved in TESOL and teacher education since 1969, living
and working in Germany, Egypt, Singapore, Turkey and Australia. He has also held
a number of university posts in Britain, from which he has travelled and taught
widely. His research and publication interests have been increasingly committed to
issues of continuing personal and professional development, along with a growing
engagement with the sociopolitical implications of the spread of English. The
Reflexive Teacher Educator in TESOL: Roots and Wings (Routledge 2011) explores
the lessons learnt.
Theme 1
Andy Keedwell is a Senior Training Consultant at British Council, India. He
previously worked for British Council Afghanistan, where a significant part of his
work involved support for the English for Security and Defence project which
provides the delivery of English to Afghan military personnel. He has also worked
in various capacities in South Caucasus, the Middle East and East Africa.
Sayed Najeem is Senior Teacher at British Council Afghanistan. His work includes
support for the English for Security and Defence project, in which role he regularly
observes teachers and provides feedback, and co-trains on sessions for less
experienced teachers. He was previously an IELTS teacher for the project and has
delivered teaching and training for the air force.
Shefali Kulkarni works with the British Council in South India and has worked
in the field of education for more than 15 years. She is interested in inclusive
education, teacher development and learner autonomy. In her free time, Shefali
likes to travel and read.
Allwyn DCosta works for the British Council as a teacher trainer, corporate
trainer, test developer and as an examiner. He is particularly interested in teacher
training and testing. In his free time he enjoys reading and travelling.
Farhan Azim works as the Deputy Head of Research, Monitoring and Evaluation
at EIA, Bangladesh. He completed his MA in Educational Assessment from the
Institute of Education (IOE), University of London as a Commonwealth Scholar. He
also has an MEd from IER, University of Dhaka.
Mir Md. Saifur Rahman works as the Deputy Head of Teacher Training and
Support at EIA, Bangladesh. He has an MA in ELT from Presidency University, Dhaka
and an MA in English Literature from the University of Dhaka.
Theme 2
Padmini Boruah, PhD is Associate Professor in the department of ELT, Gauhati
University, Assam, India. Her academic interests lie in teacher development,
methodology and materials development. She is also interested in participating in
research that tries to understand teacher and learner perspectives on the learning
of English. Besides this, Padmini enjoys writing poetry, travelling and meeting
people.
Sruti Akula is a research scholar at The English and Foreign Languages University,
Hyderabad working in the area of English Language Education. She did her MPhil
(ELE) and PGDTE from EFLU. Her areas of interest are academic reading and
writing, second language assessment and second language acquisition. She is
working as a teaching assistant at EFL University.
Susmita Paniwas a Reader at the Ravenshaw University, Cuttack, India where she
taught on the MA (ELT) course and research programmes. Earlier, she worked as a
teacher educator at the English Language Teaching Institute, Odisha. She has been
a part of several teacher development and textbook writing projects. Currently,
she is associated as a teacher educator with Access, a global, American project to
help disadvantaged learners.
Shree Deepa teaches at the Centre for English Language Studies, University of
Hyderabad. She was awarded a PhD in English in 2014. She has taught proficiency
Adam Scott has nine years experience teaching English, and is a teacher and
teacher-researcher at St Giles College, Brighton (UK). He specialises in undertaking
classroom research, applying published research findings in practice, and
course development. Adam has a Cambridge DELTA and is part of the inaugural
Cambridge/EnglishUK Action Research Scheme, developing his skills investigating
the uses of synthetic phonics in ELT.
Geetika Saluja, MSc Med, is currently pursuing a doctoral thesis on the benefits
of co-operative learning in the Indian classroom. She was instrumental in getting
ISA certification for St. Kabir School, Ahmedabad where she work as Educational
Co-ordinator. She has been awarded commendation for Action Research for Global
Teachers Accreditation (GTA), and is a member of International Association for
the Study of Co-operation in Education (IASCE). Her interests include education in
sustainable development, incorporating global dimension in classroom and travel.
Theme 3
Dawn Bikowski directsthe English Language Improvement Program (ELIP) in the
Linguistics Departmentat Ohio University. With a PhD in Instructional Technology
and an MA inLinguistics, she enjoys researchinghow best to use technology
to help students succeed in higher education and professionally. Her teaching
experienceincludes ESL/EFL contexts as well as international teacher training
andcurriculumdevelopment.
G. Priyank Varma is currently pursuing his PhD at the English and Foreign
Languages University (EFLU), Hyderabad, India. His doctoral thesis investigates the
understanding of concrete and abstract concepts by visually impaired students.
His research interests include visual impairment, and materials development and
language teaching to young learners.
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