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Module 2

The document discusses various technologies, such as podcasts and videoconferencing, that enhance students' communicative competence and engagement in learning. It highlights the benefits of using vlogs for improving speaking skills and motivation among students. Additionally, it provides practical ideas for implementing these technologies in the classroom to foster active learning and communication.

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Margareth Equipado Escurel
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25 views14 pages

Module 2

The document discusses various technologies, such as podcasts and videoconferencing, that enhance students' communicative competence and engagement in learning. It highlights the benefits of using vlogs for improving speaking skills and motivation among students. Additionally, it provides practical ideas for implementing these technologies in the classroom to foster active learning and communication.

Uploaded by

Margareth Equipado Escurel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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- embrace and

master the
technology

- allow students to
be engaged

- make the instructional


design meaningful,
memorable, motivational,
fun, engaging,
What speaking is?
is an interactive process of
constructing meaning that
involves producing and receiving
and processing information
(Brown, 1994; Burns & Joyce,
1997)

Communication
is a transfer of information from
one person to another, whether or
not it elicits confidence, but the
information transferred must be
understandable to the receiver
(G.G. Brown)

Competence
the ability to do something
successfully and efficiently
(Collins Dictionary)
COMMUNICATIVE COMPETENCE
- Savignon (1983)
Communicative competence is relative, not absolute, and depends
on the cooperation of all participants involved.
- Paulston (1974)
- Communicative competence distinguished between linguistic
and communicative competence.
- Linguistic competence is knowledge about language forms and
- Communicative Competence is knowledge that enables a
person to communicate functionally and interactively.
- Canale and Swain (1980)
Canale and Swain defined communicative competence as a
global competence that subsumed four separate but
related competencies: grammatical, sociolinguistic, discourse, and
strategic.
According to Jordan (2007), the term podcast is a combination between the
words pod (i.e. from the brand name iPod) and broadcast.
The podcast is an audio/video file that is uploaded to the website where the
website users can download through the internet freely. This can be listened on
any devices that support MP3/MP4 files such as on computer, smart phone, and
MP3 player. The podcast gives chances for teachers to support students in
enhancing communicative competence.
It stimulates the other language area like pronunciation, grammar vocabulary, and
learning activities. Fitria, Vianty, and Petrus (2015, p. 64-65) explain that podcast
gives good contribution in case of improving students’ speaking achievement.
By using the podcast, teachers have a new method of teaching to stay connected
with the students outside of the classroom and to enhance learning beyond of the
school schedule (Bongey, Cizadlo, & Kalnback, 2006, p. 350-367).

Podcasting ideas
- - Try using podcasts - either for listening to previous content or new
information
- - Ask students to create a podcast based on a research project, interview,
or tutorial
- - Incorporating stories! Podcasts can be a great way for students to learn
and share through storytelling.
- - Use podcast to share insights and information, either with other
educators or as a communication tool for the community.
Videoconferencing can be of assistance to students outside the
classroom setting as it facilitates online interaction and leads to the development
and enhancement of communicative competence.
An additional advantage is that in videoconferencing both oral and body
language can be used together with a range of different media, for instance,
pictures, which allows learners to change the way they create meaning (Hampel
& Stickler, 2001)
- Reinforce Active Listening
- Ask open- ended questions
- Use tasks and activities that foster critical thinking
- Engage the learners in discussion

- students become active, more interested, and confident to practice speaking


English by vlogging
Rahmawati, Harmanto, & Indriastuti (2018)
- the significant enhancement of vlogs' implementation on students' speaking
skills, especially to promote their presentation and speaking performances with
the help of more speaking exercises while creating the video so that builds their
autonomous learning
Maulidah (2018)
- the study yielded a positive enhancement in students' speaking skill, motivation,
and confidence to speak English (Rahmawati et al., 2018; Wulandari, 2019) and
suggested four significances of the impact of vlogs; students' encouragement,
self-presentation, talk more time and autonomous learning (Sun, 2009)
Making a Vlog
- Create a theme- Teachers or students will need to have a purpose for their
vlog. It could be to share a classroom lecture, show comprehension of a topic,
and a lot more speaking activities that could enhance communication skills.
- Find a web host - Decide where you will put the videos that you
make, VIMEO is an example of a website that hosts vlogs.
- Name your vlog- Give your vlog a title.
- Prepare some content- Record content for your vlog and edit it.
- Post your videos- Upload the video that you have recorded and edited.
- Share your video blog- Send the link to people to those it may pertain. If it is
for a class peers and teachers may need access to the vlog.
- Update vlog-Add more videos or content as frequently as needed.
Siegchrist, (2012)

You are probably wondering; what kind of technology is good for


students but not so time-consuming for teachers? To get students
do oral assignments that you can hear and assess but do not
respond to orally, assign voicemail homework!

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