Teaching Technology in

Language Education 2
Ms. Alliyah Joy C. Latanafrancia
Integrating Active Learning Approaches
• discuss the concepts of the different learning approaches in
language teaching and learning;
• discuss how ICT will help develop and present language
lessons using the different active learning approaches;
• brainstorm on possible products or outputs that will serve as
an evidence of learning of the developed learning outcomes
of the learning plan uisng the different learning approaches;
and
• integrate active learning activities in the development of
language learning plans.
• Active learning approaches are
characterized by learner’s engagement
in activities that are geared towards the
generation of new knowledge or
making meaning to an existing
knowledge while developing other 21st
Century Skills in the process.
• As learners become active
participants in the process of
generating new knowledge,
technology whether digital or non-
digital, plays an important role in the
utilization of these active learning
approaches.
 ActiveTable
Learning
of contents
Approaches
01 Inquiry-Based 03 Problem-Based
Learning Learning
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section here section here

02 Research-Based 04 Project-Based
Learning Learning
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section here section here
• Central to active learning approaches is the
construction of framing questions that will
guide the learners in their investigation
either on a specific topic or unit.
• Investigations become more meaningful
when these are related to real life
experiences or real-world issues or
problems.
 01
Inquiry-Based Learning
Structured, Controlled, Guided, Free
 - a process of asking questions
○ It continues to usher the study of so many fields that enable
various scientists and experts to provide solutions to emerging
issues affecting the society in general.
○ In the classroom, in particular, the process of inquiry is a basic
learning activity that every teacher is expected to facilitate.
○ problem solving, critical thinking and creativity (Gray, 2016)
(Future of Jobs Report during the World Economic Forum)
• involves tasks requiring learners' active
participation in finding answers to
curricular questions.
• Using this in the language classroom can
facilitate the development of communication
skills as it involves activities such as writing
questions, deliberating on ways of finding answers
to curricular questions, and presenting outputs as
evidence of inquiry among others.
The process of inquiry starts from
positing a question aligned to a
content standard in the K to 12
curriculum for English.

Investigation proceeds using

various sources of information
and presentation of outputs of
the students using a productivity
tool.
Chisholm and Godley (2011) - (IBI) offers an
especially appropriate approach to learning about
language variation, identity, and power since IBI
can provide students with opportunities to learn
about current issues in sociolinguistics through
sharing and debating on a personal experience
with language from multiple perspectives.
Types of Inquiry, VIU (2020)

Structured Controlled
Teacher provides the question Teacher provides both the
and a clear process for question and method
students to follow. /resources for investigation.

Guided Free
Teacher provides the Students create their own
question, students decide on questions and choose how to
methods and resources to use. explore them.
 Types of Inquiry, VIU (2020)

Structured
This lets the students follow the lead
of the teacher as the entire class
engages in one inquiry together.
 Exploring Character Development in
Literature
○ Objective: Understand how authors
develop characters throughout a novel.
○ Question: How do authors use
dialogue, actions, and internal thoughts
to develop characters?
○ Introduction: Teacher explains the concept of character development and its
importance in literature. Teacher presents the inquiry question: “How do authors use
dialogue, actions, and internal thoughts to develop characters?”
○ Background Research: Students gather information about different techniques
authors use for character development, including dialogue, actions, and internal
monologues.
○ Hypothesis: Students form hypotheses based on their background research. For
example, “Dialogue reveals a character’s personality and relationships, actions show
their decisions and growth, and internal thoughts provide insight into their motivations
and conflicts.”
○ Selection of Texts: Teacher guides students in selecting a novel or a set of short
stories with rich character development.
○ Analysis: Students analyze the chosen texts, noting examples of dialogue, actions,
and internal thoughts. They document how these elements contribute to character
development.
○ Data Collection: Students compile their findings, highlighting
key moments where the character evolves through their words,
deeds, and thoughts.
○ Data Analysis: Students analyze their collected data to identify
patterns and draw conclusions about the author's techniques in
developing characters.
○ Conclusion: Students compare their findings to their
hypotheses and discuss whether the data supports their initial
predictions.
○ Presentation: Students present their findings in essays, reports,
or presentations, explaining their analysis and conclusions.
 Types of Inquiry, VIU (2020)

Controlled
The teacher chooses topics and
identifies the resources that the
students will use to answer questions.
 Exploring Character Traits in a Short
Story
○ Objective: Identify and analyze the traits of
a main character in a short story.
○ Question: What character traits are
revealed about the protagonist in the short
story “The Necklace” by Guy de
Maupassant?
○ Introduction: Teacher introduces the story “The Necklace” and
provides a brief summary. Teacher presents the inquiry question:
“What character traits are revealed about the protagonist in ‘The
Necklace’?”
○ Reading Assignment: Students read the short story, focusing
specifically on the protagonist, Mathilde Loisel.
○ Guided Analysis: Teacher provides a structured framework for
analyzing the text. Students answer specific questions such as:
▪ What are Mathilde’s desires and motivations?
▪ How does Mathilde’s behavior at the party reveal her character?
▪ How do Mathilde’s actions after losing the necklace show her traits?
▪ What changes in Mathilde’s character by the end of the story?
○ Discussion: In a class discussion, students share their
findings and insights about Mathilde’s character. The teacher
facilitates the discussion, prompting students to consider
how Mathilde’s traits drive the plot and affect the story’s
outcome.
○ Writing Assignment: Students write a short essay or
reflection on Mathilde’s character, based on the guided
analysis and class discussion.
○ Conclusion: Teacher summarizes key points about
character traits and how they are revealed through actions,
dialogue, and changes over the course of the story.
 Types of Inquiry, VIU (2020)

Guided
The teacher chooses topics or
questions and students design
the product or solution.
 Understanding the Use of Modal
Verbs
○ Objective: Identify and understand the
various uses of modal verbs in English.
○ Question: How are modal verbs used
to express different degrees of
possibility, permission, and obligation?
○ Introduction: Teacher introduces modal verbs and explains their
general purpose in English grammar.
○ Guided Research: Students are given a list of common modal
verbs (can, could, may, might, must, shall, should, will, would).
▪ Teacher provides guiding questions for students to explore:
▪ How do modal verbs indicate possibility?
▪ How do modal verbs convey permission?
▪ How do modal verbs express obligation?
○ Examples and Analysis:
○ Students find and collect sentences from various sources (books, articles, online) that use
modal verbs.
○ Students categorize the sentences based on the function of the modal verb (possibility,
permission, obligation).
○ Students analyze the context of each sentence to understand how the modal verb is used.
○ Discussion: In a class discussion, students share their findings and
discuss the different ways modal verbs can change the meaning of a
sentence.
▪ Teacher facilitates the discussion, helping students to see patterns and
deeper understandings.
○ Practice: Students create their own sentences using modal verbs to
express different degrees of possibility, permission, and obligation.
▪ Students work in pairs or small groups to review and provide feedback
on each other’s sentences.
○ Conclusion: Teacher summarizes key points about the use of modal
verbs, emphasizing the nuances and versatility they bring to language.
▪ Students reflect on their learning and discuss any remaining questions
 Types of Inquiry, VIU (2020)

Free
Students are allowed to choose their
own topics without any reference to
a prescribed outcome
 Exploring Uncommon Verb Forms

○ Objective: Understand and

explain the usage of less
common verb forms in
English.
○ Introduction: Teacher explains the concept of Free Inquiry and the
goal of exploring a topic in-depth. Encourages students to
brainstorm questions or topics they are curious about within English
grammar.
○ Student-Created Question: Students individually come up with
their own inquiry question. For example, a student might choose:
“How are subjunctive verbs used in modern English?”
○ Research and Exploration:
▪ Students independently research their chosen topic. This can include finding
examples in literature, academic texts, or online resources, and observing their
usage in different contexts.
▪ Students document their findings, noting different ways the subjunctive is used
and any patterns they observe.
○ Analysis and Reflection: Students analyze their collected data, reflecting on
how subjunctive verbs are used and what rules or tendencies apply.
▪ They might compare formal and informal uses or how subjunctive verbs have
evolved over time.
○ Presentation: Students present their findings to the class through reports,
presentations, or creative projects. They explain their research process, what
they discovered, and how their understanding of the topic has deepened.
▪ Peer feedback is encouraged to foster collaborative learning and diverse
perspectives.
○ Conclusion: Teacher provides a summary of key insights from the
presentations, highlighting the value of student-driven inquiry.
▪ Students reflect on the process and discuss what they learned about both the
topic and the inquiry process itself.
 Role of the Teacher
• The success of IBL largely depends on the careful planning of the teacher in
relation to the curriculum. The language teacher needs to look into the
learning competencies that can be satisfied by a simple inquiry or more
complex inquiry.
• He/she controls and prepares the topic for investigation and guides the
learners by setting the questions to be explored. Learners are allowed to
design their own way of investigation and present their outputs using
technology tools that are afforded to them.
• When technology is coupled with IBL, a gateway to information is opened
and students can have access to information at anytime and anywhere. It is
assumed that the teacher is knowledgeable of the sources of information
and whether the learners have access to these sources.
When designing an IBL, the teacher has to
consider the following fields proposed by Avsee
and Kocijncic (2016):

Context-Learners Content and

Prior knowledge
require meaning learning
and capacity
from experience materials

Strategy of
Course
Process reactions and
outcomes
behavior
 Role of the Technology
• Language is no longer a barrier in one's search for
information.
• Due to the vastness of sources of information from the
WWW, any language teacher who is using IBL has the
responsibility to direct learners to websites that provide the
proper information.
• The technology tools that are made available for the
learners, whether online or offline, should support the object
of inquiry which is aligned to the learning competencies in
the K to 12 Language Curriculum.
 Role of the Technology
• Technology in IBL is just one of the many other sources of
information in the process of inquiry.
• This does not exclude the other resources, human and
non-human, in gathering information.
• Guiding them in locating online resources that are
relevant in developing their research and
communication skills will let them learn the importance
of using educational resources in an explicit and implicit
way.
Types of Inquiry, VIU (2020)

Structured Controlled
Teacher provides the question Teacher provides both the
and a clear process for question and method
students to follow. /resources for investigation.

Guided Free
Teacher provides the Students create their own
question, students decide on questions and choose how to
methods and resources to use. explore them.
 02
Problem-Based Learning
It is easier to write about
something that is relatable
in our real-life situations
because of our prior
knowledge or experience.
Problem-based learning is an approach that involves a
process of inquiry and solving open-ended questions that
serve as the main problem that the learners will work on.
The type of questions posited is focused on a specific content
standard and its application to real-life issues.
It also requires more than one answer or solution.
• learn several skills such as problem- solving,
communicating, research, among others which are essential
in the workplace.
• The end goal of PBL is to ensure that the target, the
learning competencies, are achieved in the process.
Ali (2019) described PBL
as a process that is used to
identify problems with a
scenario to increase
knowledge and
understanding.
Ali (2019) proposed the following five principles of PBL that
may be considered by teachers in planning or using the approach:

1. It is a power of independent and self-directed learning.

2 Learning happens in a group and teacher is a facilitator.

3. All groups have to participate equally.

4. Students' learn about motivation, teamwork, problem-

solving and engagement with the task.

5. Materials such as data, photographs, articles, can be used

to solve the problem. (p. 73)
Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:

1. Identifying the problem - current issues that do not have just one
answer or one definite solution;

2. Brainstorming - generate ideas, tackle the problem through self-

directed questioning, arouse students' intrinsic motivation;
3. Collecting and analyzing the information - assigning group members to collect
information, posting what they found and what they learned, collaborative
collection of useful information;

4. Synthesizing information - solving the problem through

synthesized relevant data; knowledge building;

5. Co-building knowledge -presentation of the solution to the

learning problem/ issue; and

6. Refining the outcomes - giving of feedback and suggestions by the

instructor to help students improve, learning from other group's presentation.
Benefits of Problem-Based Learning
1. Promotes self-confidence and motivation.
2. Reduces students' nervousness during the learning process.
3. Increases students' responsibility in learning.
4. Makes students easily learn the material through sharing of ideas.
5. Promotes problem-solving skills.
(Ghufron & Ermawatı, 2018,
6. Promotes self-directed learning. p. 666-in n EFL writing class)
7. Promotes active learning.
8 Makes students explore many learning resources.
9. Makes students develop positive attitude towards learning.
 For Baresh, Ali, & Darmi, 2019:
• Enhances fluency in communication
• Improves grammar
• Increases comprehension
• Enhances good pronunciations and
intonations
• Enhances self-confidence
• Increases range of vocabulary
The study of Lin (2017) revealed statistically that the PBL
participants showed more improvement in their reading
comprehension than the non-PBL participants.
• PBL participants’ “motivation intensity, their
desire to learn English, and communication inside
and outside the classroom were significantly higher
than those of the participants of the non-PBL group”
(p. 116).
• The research also found that the PBL participants’
active English learning attitudes are significantly
related to their reading comprehension.
In the study of Markušic and Sabljic (2019), they sought
to establish the teachers' attitudes on the problem-based
teaching of literature. Their data revealed that PBL is an
"acceptable methodological system” because they
saw “greater interest and activity of students,
development of student's critical thinking and
communication skills, encouraging curiosity
and exploratory thinking, developing love of
reading, and developing the skills of
connecting teaching topics.” (p. 27).
 • online tools will
allow the learners to
Role of the be actively
Technology connected and
engaged in the group
task while
monitoring their
contributions
 • The teacher acting as
facilitator may also have
Role of the the opportunity to peep
Technology into the activities of
each learner thereby
enabling him/her to give
feedback at any stage of
the PBL activity.
 • Bower, Hedberg and
Kuswara (2010) stress that
technology is simply the
Role of the mediator for collaboration
Technology and representation and that it
is the type of task and
thinking processes in which
students engage that
determine the quality of
learning (p. 181)
 • Productivity tools such as
those for writing,
presentations, spreadsheets,
Role of the calendars, organizers,
Technology citations and others are also
available to assist learners
and teachers in
accomplishing required
tasks and outputs from a
PBL activity.
 Analyzing the Theme of Poverty and
Choices in "The World is an Apple"
○ Objective: Understand and analyze the impact of
poverty on decision-making through a problem-
solving approach.
○ Problem: Mario, the protagonist, is struggling to
provide for his family. How can we understand the
factors that influence his decisions and find ways to
support families in similar situations?
○ Introduction: Teacher introduces the story “The World is an
Apple” and provides a brief summary.
○ Present the problem: Mario is forced to make difficult decisions
due to poverty. How can we analyze his situation to understand
the broader impact of poverty on families?
○ Reading Assignment: Students read the play “The World is an
Apple.”
○ Group Discussion: Divide students into small groups to discuss
Mario’s actions.
○ Guide questions: What pressure is Mario facing? How does
poverty impact his choices? What are the consequences of his
decisions? (factors influencing his decisions.)
○ Problem Analysis: Groups identify key factors contributing to Mario’s
situation (e.g., lack of job opportunities, financial strain, family
responsibilities).
▪ Each group selects one factor to focus on and investigate further.
○ Research and Exploration: Students conduct research on their
chosen factor, looking for real-world examples and possible solutions.
▪ They gather information on support systems, community programs,
and policies that could help families in poverty.
○ Solution Development: Groups develop potential solutions to help
individuals in situations similar to Mario’s.
▪ They create a plan or proposal, including steps to implement their
solutions and address possible challenges.
○ Presentation and Peer Review: Groups present their
findings and solutions to the class.
▪ Classmates provide feedback and discuss different approaches
to addressing poverty.
○ Reflection and Writing: Each student writes a reflective
essay on what they learned about the impact of poverty on
decision-making and how their understanding of the issue has
deepened.
○ Assessment: Group presentations and proposals.
▪ Individual reflective essays.
▪ Participation in group discussions and activities.