ESL 5073 SPRING 2015 CALL COMPUTERASSISTED LANGUAGE LEARNING

ESL 5073 – SPRING 2015 CALL: COMPUTER-ASSISTED LANGUAGE LEARNING FINAL ACTIVITY TIFFANY POLK

BACKGROUND INFORMATION: Setting: Adult ESL Classroom Developmental Stage: Intermediate to Advance Level Students Instructional Goals: Improve listening comprehension & speaking skills Medium: CALL Technology

TEACHING FRAMEWORK Students will work in groups of 3 to 4 Teacher presents listings of podcasts sites and then allows students to pick their favorite speakers, and subjects to listen to. Topics will include in depth conversations (i. e. interviews), news reports, current events, pop culture, etc. Student will also be given opportunities to podcast about topics covered in ESL blocks of instruction Students will construct, edit, rehearse and then record their own , student -generated podcast once a week.

TEACHING FRAMEWORK During the podcast recording, students will have to pose a question for their peers to respond to Podcasts recordings will be no more than 10 minutes long Peers will listen to other classmate’s podcasts once a week Students will reflect on the conversations & topics covered in their peer’s podcasts Students will provide their opinions about the topics and then post and answers to peer’s questions on the class webpage Students will also be presented with opportunities in class to discuss podcast, etc. with their peers their ideas their

STUDENT RESOURCES v Rubric v. Podcast to use as examples v. Peers for scaffolding v. Teacher for constructive feedback, etc.

EXPECTED OUTCOMES Improved listening and speaking skills Improved use of pragmatics when conversing with peers before, during, and after the podcast recordings (turn taking, exchanging ideas, etc. ) Improved ability to use language associated with a wide variety of topics from academic to social to political, etc. = broaden vocabulary knowledge Improve/Develop collaborative, interpersonal skills

RATIONALE FOR CHOSEN ACTIVITY Podcasting is an effective way to encourage students to converse with each other in a relaxed setting. Podcasting provides an authentic context for students to converse as long as the topics chosen are relative to the participants (i. e. cultural studies, current events, pop culture, reviewing lesson material from ESL class, etc. ) Trendy, appropriate, useful, easy to access, and more interesting than the audio files that they generally listened to inside their classrooms During podcast conversations and interactions with peers, students can practice intonation, pronunciation, grammar rules, etc. to make themselves more understandable

BENEFITS TO PODCASTING Mobile: Assessable on the go via smart phones, tablets, pc’s, wi-fi, etc. https: //www. youtube. com/watch? v=JVbmja 2 Po. GM Easy to upload and download audio files Podcasts allow users to utilize audio and video recordings; this can benefit ESL students by allowing the to notice body language Most podcasts are free to upload

DISCUSSION

CITATIONS Rubric retrieved from http: //crystalminor. wikispaces. com/Technology+Rich+Instructional+Plans Wallace, G. , and Mc. Mahon, L. (2014). How to Help ESL Students Move from Intermediate to Advanced with a Podcast. Retrieved from Youtube URL: https: //www. youtube. com/watch? v=JVbmja 2 Po. GM Hind Al Fadda and Nada Al Qasim. (2013). From Call to Mall: The Effectiveness of Podcast on EFL Higher Education Students’ Listening Comprehension. English Langugage Teaching, 6(9). http: //dx. doi. org/10. 5539/elt. v 6 n 9 p 30