- Slides: 33
Trainee EFL teachers' DDL lesson planning: Improving corpus-focused TPACK in Indonesia D R. P E T E R C R O S T H W A I T E U N I V E R S I T Y O F Q U E E N S L A N D
Low TPACK Lesson plan • Lack of clarity about exactly how the learners were to find ‘keywords’ through concordance analysis or help them answer comprehension questions about the reading passage. • Learners directed to use Versatext to see if the adjectives present matched those of the reading text, but it is unclear why the learners would need to use the same adjectives in their own texts.
Low TPACK Lesson plan • Learners consult SKELL to ‘find the meaning that is related to tourist attractions’, but no guidance is provided in the LP regarding how students are to achieve this. • Learners are then instructed to use Versatext to check for ‘keywords’ (by this it is assumed the trainee meant the most frequent vocabulary), but again little guidance is provided • Lack of relevant instructional strategies and scaffolding required around the use of DDL technology prevents learners from meeting the stated LP objectives
Medium TPACK Lesson plan • The LP’s objectives involve the analysis and production of a report text • The LP’s objectives more explicitly refer to DDL for analysing both text structures and language features
Medium TPACK Lesson Plan • Teacher-led discussion on the target language features including action verbs and ‘generic structure’ is conducted prior to DDL • Proposed corpus use spans multiple proposed input- (stage 20) and output-focused (stage 25) activities. • Teacher scaffolding regarding initial corpus consultation and consolidation activities are provided at stages 18, 21 and 22 (Figure 12) • Lack of clarity in some areas (e. g. stage 25 where students use SKELL to ‘check their grammar’)
High TPACK Lesson Plan • LP competencies included matching indicators of ‘acquiring’ each competence, with two of these (3. 4 and 4. 4. 1) involving corpus consultation • Two LP’s objectives involve direct corpus consultation, namely to “understand the content of the Analytical Hortatory text by checking the new words using BAWE corpus” and “analyse the generic structure and language features of analytical hortatory text by writing thesis, arguments and conclusion part of the provided video and checking the language features in BAWE corpus”, the latter involving both video and DDL.
High TPACK Lesson plan • LP includes a video for a warm-up discussion and an extended reading passage, prior to a teacher-led demonstration of the BAWE corpus through Sketch. Engine for the specific purpose of querying linking adverbials. • Following analysis, learners are directed to a “corpus game” created in an online quiz application, where learners complete gap fill tasks involving selected concordances from BAWE or providing terms learners can query themselves: • This leads to a consolidatory teacher-student discussion, before learners write their own hortatory texts and present these to their class. • Overall, LP demonstrates a language-focused, teacherscaffolded set of corpus activities that seamlessly incorporate DDL technology and instructional strategies to achieve the stated lesson objectives.