Getting Your Students Speaking

1
Getting Your Students Speaking
Harnessing the power of blended learning and
new technologies
Giving Students A Voice

• From
• Input
• To
• Uptake

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Online Resources
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Whats On Tap

• Potential
• Why get students speaking online?
• Types of delivery options
• Best practices
• Blended ideas / activities
• Websites / Tools
• Q and A

Overview
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New Possibilities

• What
• If?

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Why?
Why the need for students to speak online?

• Rationale

6
Merrill Swain

• Output reinforces fluency by
• Practice
• Noticing CF
• Hypothesizing
• Habituation

• Rationale

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More Reasons
Motivation Repetition Feedback /
Monitoring Evaluation Self Directed
Learning Efficacy / Fairness Low Affective Filter

• Rationale

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What options are available?
What types of blended learning can teachers
implement ?

• Options

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What options are available?
Synchronous
Asynchronous

• Options

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What options are available?
Audio / Video Video only Audio only
Websites Devices

• Options

Lab / Class / Home
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Standards
What is the Gold standard?

• Best
• Practices

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Standards
Make it official Give Ss choice Demo in
class Provide a model Hardware Set standards

• Best
• Practices

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Lesson Planning
How can teachers make this part of their online
learning?

• Activities
• Ideas

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Lesson Planning
Performances / Role plays Record the
Textbook Reading for the class Picture Prompts /
Response Mimicking Singing Skype in the
Classroom Opinions / Presentations Student
Feedback

• Activities
• Ideas

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Online Resources
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EnglishCentral

• Top 3

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Voicethread

• Top 3

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Voxopop

• Top 3

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Bubblejoy

• Video
• Postcards

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Eyejot

• Video
• email

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Audioboo

• Audio
• Only

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Chirbit

• Audio
• Sharing

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Evoca

• Audio
• Drop Box

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Vocaroo

• No Frills
• Audio

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Fotobabble

• Speaking
• Photos

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Mailvu

• Video
• Email

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Intervue

• Video
• Convo

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Lingt

• LMS
• Courses

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Present.me

• Flipped
• Curriculum

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Screenr

• Website

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SingSnap

• Songs
• Singing

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Woices

• Location
• Based

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Wetoku

• Duo
• Interviews

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Scribblar

• Real Time
• Whiteboard

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Skype in the Classroom
Record!

• Real Time
• Convo

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Tutorials

• PD

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Further Thoughts
Discussion Q and A on technology

• Lets
• Talk

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http//eltandtech.pbworks.com

• Contact
• More....

ddeubel_at_gmail.com http//bit.ly/h4geqP
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Further Reading
Brown, Jeremy, Noticing Is it a valid concept?
TESL-EJ, 2002 Heift, Trude, Corrective Feedback
and learner uptake in CALL, Cambridge Univ.
Press, 2004. Long, M.H., Problems in SLA,
2006 Pica, T., Holliday, L., Lewis, N.,
Morgenthaler, L. (1989). Comprehensible output as
an outcome of linguistic demands on the learner.
Studies in Second Language Acquisition, 11,
6390. Pica, T., Lincoln-Porter, F., Paninos,
D., Linnell, J. (1996). Language learners
interaction How does it address the input,
output, and feedback needs of language learners?
TESOL Quarterly, 30, 5984. Swain, M. (1985).
Communicative competence Some roles of
comprehensible input and comprehensible output in
its development. In S. Gass C. Madden (Eds.),
Input in second language acquisition (pp.
235253). Rowley, MA Newbury House.

• Research

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Further Reading
Schmidt, R. (1983). Interaction, acculturation,
and the acquisition of communicative competence.
In N. Wolfson E. Judd (Eds.), Sociolinguistics
and language acquisition (pp. 137-174). Rowley,
MA Newbury House. Swain, M. (1995). Three
functions of output in second language learning.
In G. Cook B. Seidlhofer (Eds.), Principles and
practice in applied linguistics (pp. 125144).
Oxford Oxford University Press. Swain, M.
(2005). The output hypothesis Theory and
research. In E. Hinkel (Ed.), Handbook of
research in second language teaching and learning
(pp. 471483). New York Routledge. Swain, M.,
Lapkin, S. (1995). Problems in output and
cognitive processes they generate A step towards
second language learning. Applied Linguistics,
16, 371391. Taddarth, Assma, Recasts, Uptakes
and Learning Effects and Relationships. 2010

• References