Cooperative College English Class and the Internet

1
Cooperative College English Class and the
Internet

• 2002. 5. 25.
• Honam English Teachers Association
• Shin Gyonggu (Chonnam National University)
• gshin_at_chonnam.ac.kr
• http//gshin.chonnam.ac.kr/

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Outline

• Challenges from changing students and world
• Personal adjustment
• Cooperative learning and the Internet
• Response of students
• The future of the Internet and the cooperative
  class

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1. Challenges to language teachers
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Challenges and Responses
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2. Challenges from Students
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2.1. Challenges from students

• Different Needs Communicative competence but not
  grammar-translation

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2.2. Challenges from students

• Different options No more monopoly of
  established schools is over. Variety of programs
  are available.

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2.3. Challenges from students

• Different Proficiency More students are fluent
  in English.

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2.4. Challenges from students

• Different students Not submissive to teachers
  many students dont show up to class if their
  needs are not satisfied

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3. Challenges from Administration
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3.1. Challenges from administration

• Native speaker teachers
• Language centers

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3.2. Challenges from administration

• Outsourcing
• Sungshil U
• Ministry of Edu Human Recourses

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3.3. Challenges from administration

• Certification by
• TOEIC
• TOEFL
• TEPS

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3.4. Challenges from administration

• Course evaluation on teachers

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Challenges to responsible teachers

• Students are not satisfied.
• I am not satisfied.

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4. Responses
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Simple and Easy Solution

• Dont teach language classes
• Dont teach language skills.
• Dont feel guilty.

We came here since we dont have the gut not to
respond.
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My Response 1 Test Lecture

• Students
• Effective in 1980s
• Ineffective in 1990s with no response to testing

• My Problem
• Overwork
• Time for test sheet
• Time for grading
• Stress from the resistance

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My Response 12Test Lecture Small group of
4/5

• Students
• Initial motivation
• Bored later
• Same resistance to test
• Silent students

• My Problem
• Overwork
• Time for test sheet
• Time for grading
• Same resistance
• More frustration

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Response 1-23 Test Lecture - Small group
Internet

• My Problem - Time shortage - Boring class

• Students
• Initial interest
• Resistance to test
• Better writing - Better than small group with
  less expectation

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Response 234 -Test - Lecture Small group
Constructive classes the Internet

• My Problem Time shortage
• Benefit Satisfying class

• Students- More interested in the process - No
  resistance to test- Not bored

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5. Cooperative Class the Internet
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5.1. Cooperative class

• Cooperative group 3 members (4 at most)Small
  groups are composed of 4-5.
• Tasks - Each member has different task. - Each
  has task in and after classes.
• Characteristics- Less anxiety with different
  task- All are actively involved in the
  process.- Realistic activities

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5.2. Constructionism, Cooperative learning, and
the Internet
Constructionism Cooperative learning the Internet
fully functioning members of each group Each member with different task Different contribution from each member
learn how to learn Learn how to carry out discussion All know how to handle the Internet
community of learners Group community E-mail friend group work for discussion board
empowerment to students Learning through group activities Individulized activities
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5.3. The flow of the class

• Preparation by reading materials at class
  homepage
• 5 min Introduction
• 5 min Distribution of discussion topics
• 15 min Expert group discussion on two topics
  while taking notes
• 20 min Home group report on different topics
  which each member dealt with previously weaker
  students have their own topic to talk about.
• 20 min Class discussion with participation of
  one student from each group
• 10 min Individual presentation with no relation
  to cooperative class
• Discussion board Group coordinator of the day is
  in charge of gathering response from members and
  upload it to the board -gt Instructor gives
  comments to the writing.
• E-mail Write and forward mails to the instructor

Reading before class
5 min Introduction
2 min Topic devided
18 min Expert discussion
20 min Home discussion
15 min Class discussion
15 min Indivisual Presentation
Discussion Board
E-mail
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5.4. Class Homepage

• Homepage Course guide, Activity guide, Class
  Pictures 
• Reading materials Terrorist attack, Discussion
  topics
• E-mail Introduction, A beginner's guide to email
  
• Discussion board Spring, 2001, Fall, 2000,
  Spring 1999

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6. Students Evaluation of Class
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6. 1. Experiment and control
Control 2 (Optional)
Control 1
Experiment
Small Group Activities
Small Group Activities
Cooperativ e
Teaching Method
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Helpful for my English
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Reading Improved
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Listening Improved
Experimental group lower with no recorder in
use
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Writing Improved
Experimental group higher though no writing
activity in class
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Speaking Improved
Experimental group higher with more organized
talk in class
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Class topics Interesting
Experimental group higher with need analysis
before class
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Better than high-school classes
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Comfortable with mistakes
Experimental group higher with no correction
in class
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Comfortable with native speakers
Experimental group in comparison with control
group 2
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Comfortable in Class
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Improvement in writing
Experiment
Control 1
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Course evaluation

• Spring 2001 3.84/3.82 (73.8/76.4)
• Fall 2001 4.46/3.94(89.2/78.8)

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My Problem in the past?

• Class management I was not able to manage small
  group activities lectures.
• Not enough preparation Teachers are required to
  do many chores including research, and there is
  no time to make enough preparation.
• testing I am not able to make testing
  educational.

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5. Issues to face

• Professional skills - classroom management-
  Communication skills- group activities -
  material organization- Evaluation skills
• Technical skills- Material search- Material
  organization- Internet skills
• Time - 8 hours for preparation 

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6. Future Language Teaching

• Expert teachers Language proficiency
  theoretical background
• Technology Technological staff to be given due
  respect.
• Cooperative teaching - Material organization-
  Internet management- Evaluation- Teacher
  workshop Technology-enhanced cooperative
  learning is possible with cooperative teaching.
• Language Centers will play a significant role.

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Drawbacks to handle

• One absent member destroys the atmosphere -gt More
  proportion to presence
• Too much time -gt Group teaching
• Expertise required -gt Teacher training