| Slide1 : 1 1 |
| Slide2 : 1 2 |
| Slide3 : 1 3 A workshop on:
Technology, Techniques, and Materials
for Internet-based Listening Comprehension
By: Morteza Barin |
| Technology, especially the Internet, is affecting every aspect of education and changing the way we teach and learn. Interest in internet technologies for communication and education has recently increased greatly all over the world. : Technology, especially the Internet, is affecting every aspect of education and changing the way we teach and learn. Interest in internet technologies for communication and education has recently increased greatly all over the world. 1 4 |
| Slide5 : 1 5 Communication is now possible over the Internet in text, voice, and video, using freely downloadable software and relatively low-end computers. |
| Accordingly, for the first time in history, language teachers almost anywhere are able to expose students to authentic language and even put them directly in touch, asynchronously or live, in real time, with native speakers of a given target language. : Accordingly, for the first time in history, language teachers almost anywhere are able to expose students to authentic language and even put them directly in touch, asynchronously or live, in real time, with native speakers of a given target language. 1 6 |
| Slide7 : 1 7 Teachers today have an historical opportunity to teach language in the context and purpose for which it was invented: to communicate with others, to express one's ideas and feelings, and to understand and interact with the ideas and feelings of other native speakers of a target language (Stevens, 2004). |
| Slide8 : 1 8 So we can say that it allows:
students to choose the depth of mastery that they wish to gain in listening and pronunciation;
for a variety of learning styles;
and contextual feedback;
learners to work at a place and time that suits them; and
them to work at their own pace.
(Anyone , Anytime, Anywhere)
Finally, it facilitates the best use of the resource for students to get the most out of it.
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| Slide9 : 1 9 The new teaching model of listening comprehension has three stages:
1. Pre-listening
2. While listening
3. Post listening
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| Slide10 : 1 10 1. Pre-listening activities: (describes the situation and gives some information about the text and activates the learner’s background knowledge). |
| Slide11 : 1 11 2. While listening activities:
(the learner Listens to the conversation by pressing the "Play Audio" button and hears, and answers the questions. By pressing the "Final Score" button the learner can check his or her score.) Text Completion Quiz and whole text can be seen in this part. |
| Slide12 : 1 12 3. Post listening activities:
(Asks the learner to pay much more attention to the details and to discuss about the topic).
During these stages, teachers and students set teaching objectives, choose teaching content and design teaching activities. |
| The main purposes of using internet in teaching and learning languages are as follows: : 1 13 The main purposes of using internet in teaching and learning languages are as follows: provides realistic, native-speaker models of the language in a variety of media,
offers a language learning curriculum,
determines the best next step for the learner and provides practice with that skills
records what the student has done, along with an evaluation, and
is available at any hour , anywhere and requires no additional pay or benefits.
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| Studying both theoretical views and empirical research projects indicated that: : 1 14 Studying both theoretical views and empirical research projects indicated that: using internet-based activities potentially can put language learners in contact with native speakers in all over the world.
use of such activities decreases anxiety among many of the learners by motivation, greater students autonomy, greater participation,
a movement from teacher-center to
student-center learning activities. |
| Long (1983), Kelm (1992), Kern (1995),Warschauer (1996), Dyck (2005) believe that: : 1 15 Long (1983), Kelm (1992), Kern (1995),Warschauer (1996), Dyck (2005) believe that: Internet can be a medium of global communication and a source of limitless authentic materials. |
| Slide16 : 1 16 Now our main project- let’s go to Randall’s listening Lab:
In this website, there are different listening parts which are divided into several groups: 1.general listening Quizzes with Audio tracks to everyday conversations with adult and children's voices. In different levels ( easy- medium- difficult ). |
| Slide17 : 1 17 General Listening Quizzes [ Listen to everyday conversations with adult and children's voices ] |
| Slide18 : 1 18 Listening Quizzes for Academic Purposes for Preparing to TOEFL tests and other international tests with different lectures, interviews, and conversations are available in this site too. Vocabulary lessons and language learning and life tips are other parts which can be used by the learners in real audio and text in this website.
The format of the audio tracks are ( ra or ram ) which can be heard both in online and offline mode but can’t be recorded. |
| A Sample of Listening Quizz : 1 19 A Sample of Listening Quizz |
| Text Completion Listening Task : 1 20 Text Completion Listening Task |
| Slide21 : 1 21 Randall: Hello. Today I'm interviewing Joshua on his experiences going to a Japanese school. Now Joshua, what time do you go to school? Joshua: Eight O'clock.
Randall: Eight O'clock. And do you go by yourself, or on a school bus?
Joshua: No, I have a group that goes with me.
Randall: So you go with a group?
Joshua: Uh-huh.
Randall: Now what kinds of things do you take to school?
Joshua: I take my taiso fuku, that is gym clothes, and I take my backpack and my books [ Oh, okay. ] and stuff like that.
Randall: Okay and what is the first thing you do when you get to school?
Joshua: We do "kiritsu, rei."
Randall: "Kiritsu" and "rei." Now what are those?
Joshua: It means "stand up, bow."
Randall: Stand up and bow.
Joshua: Uh-huh.
Randall: And what do you study at school?
Joshua: We study kokugo, that is writing and reading and stuff like that [ Okay ], and sansu, that's math. [ Okay. ]. And, let's see . . . , we do gym too.
Randall: Okay, and where do you eat lunch? Do you have a lunchroom or cafeteria?
Joshua: No, we eat in our classroom.
Randall: You eat in your classroom! [ Yeah. ]. Oh wow. That is very interesting. Now what time do you come home from school?
Joshua: We come home sometimes at 3:00 and sometimes at 2:00.
Randall: Okay, well thank you very much Joshua.
Joshua: You're welcome. |
| BBC English – Listening Tasks : 1 22 BBC English – Listening Tasks |
| Slide23 : 1 23 Our Goal in this project:
The researcher wanted to find out to what extend internet-based listening activities have effect on listening comprehension of Iranian EFL high school students.
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| Slide24 : 1 24 3.1. Participants
3.2. Instrumentation
3.3. Procedure
3.4. Design
70 Male High School Students Tape-Recorder Computer with access to the Internet Multiple-Choice Tests (Grade 3) Experimental Research |
| Data Analysis and Discussion : 1 25 Data Analysis and Discussion Data Analysis:
The analysis of variance (ANOVA) was used to identify any significant relationships between selected variables. At the end of the final test, both pre-tests scores of each group and final tests scores were calculated to obtain the final result of the research. The result of this analysis showed to what extent internet-based activities had effect on listening comprehension of our students in this research project. |
| Analysis of Variance : 1 26 Analysis of Variance Table 1
Between-Subject Factors, Pre-test and Post-test
Groups |
| Table 2 Descriptive Statistics : 1 27 Table 2 Descriptive Statistics |
| Table 6 Homogeneous Subjects : 1 28 Table 6 Homogeneous Subjects |
| Figure 4.1: Plot Box of Pre-test and Post-test : 1 29 Figure 4.1: Plot Box of Pre-test and Post-test |
| Slide30 : 1 30 The main finding of this study shows that the students who used internet-based tasks had a good level of listening comprehension than those who did not used internet in their learning process. |
| Slide31 : 1 31 This finding is in concurrence with the findings of, Long (1983),
Nunan (1995), Warschauer (1996), who concluded that internet, can be a medium of global communication and a source of limitless authentic materials. |
| Slide32 : 1 32 As a result of this study, we found that using internet-based tasks increased our participants’ listening comprehension ability. |
| Conclusion and Pedagogical Implication : 1 33 Conclusion and Pedagogical Implication Conclusion:
Performance of this method on 35 students in the experimental group (IL) shows that:
listening comprehension via internet facilitates EFL learners’ listening comprehension at a high degree. |
| Pedagogical implication : 1 34 Pedagogical implication Studying the theoretical views and experimental findings show positive effects of this project and it lends support to the use of this technique in designing target language listening comprehension materials. |
| Some advantages of internet-based listening activities are that: : 1 35 Some advantages of internet-based listening activities are that: A. it can be used by different numbers and different ages.
B. by using such instruments in our schools and universities we can prepare much more tools and utilities for large groups of the learners in different levels and ages.
C. Such activities are available in every where and every time.
D. They can be used as a trigger and motivation tools for the learners. |
| Suggestions for future studies : 1 36 Suggestions for future studies Firstly, replication studies are necessary to confirm the findings of the present work.
Secondly, more powerful studies with larger n-sizes would provide a clearer picture of the effects of internet-based listening tasks on listening comprehension of EFL learners.
Thirdly, it is better that such kind of studies to be done on other language skills, such as reading, writing, speaking, and so on. |
| Following points is recommended for better use of internet-based activities: : 1 37 Following points is recommended for better use of internet-based activities: 1. Workshops must be provided to make English teachers more familiar with internet-based tasks and their relation to TEFL. |
| Following points is recommended for better use of internet-based activities: : 1 38 Following points is recommended for better use of internet-based activities: 2. Language Teachers can plan a variety of activities from different resources in internet for specific lessons or classes with appropriate tasks.
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| Following points is recommended for better use of internet-based activities: : 1 39 Following points is recommended for better use of internet-based activities: 3. Workshops should be conducted to enhance students' personal capacities and to make them more familiar with the available tools on the web. |
| Following points is recommended for better use of internet-based activities: : 1 40 Following points is recommended for better use of internet-based activities: 4. Syllabus Designers make plans by selecting appropriate classroom activities and tasks, taking some factors into consideration: students' needs, strengths, levels, learning styles, learning strategies, learning potentials, the nature of the subject matter, the teacher's personal teaching rationales, and teaching styles, etc.
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| It is better to say that : : 1 41 It is better to say that : we should provide the conditions in which our learners can learn better and to be more active and successful learners. |
| After all “ successful students create to learn and learn to create” Schneiderman, (1998). : 1 42 After all “ successful students create to learn and learn to create” Schneiderman, (1998). |
| Thank you very much for your patience : 1 43 Thank you very much for your patience
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| Slide44 : 1 44 “ I never teach my pupils, I only attempt to provide the condition in which they can learn”. Albert Einstein |