homework in efl: the final frontier?
DESCRIPTION
Educational technology in EFL/ESL homework and out-of-classroom learning has, until now, been an under-researched, under-appreciated topic. But Web 2.0 enables us to turn a chore into a Learning Challenge, in a way that makes EFL/ESL homework both more strategic, and more enjoyable and productive, for learners and teachers. This presentation was given at the IATEFL 2011 conference in Brighton, UK.TRANSCRIPT
HOMEWORK… The Final Fron4er?
IATEFL 2011 16 April 2011
Paul Maglione
EFL and Out-‐of-‐the-‐Classroom Learning
EdTech Applied to EFL
Ohura
The past 10 years or so have seen an explosion of interest in the use of technology in the EFL classroom: from IWB’s to Blogs, TwiEer, Podcast, Moodle, and Mobile. EdTech in the EFL classroom, in short, is sexy.
EdTech Applied to EFL
EdTech Applied to EFL Homework
Ohura
Klingon Sexy Not sexy
When it comes to topic of homework in EFL, however, the enthusiasm fades. No one seems interested. It’s just not sexy.
Yet surely there is a disconnect here. We know that learners spend 98% of their Rme outside of the classroom. We also know that learners are integraRng technology into virtually every aspect of their lives, from communicaRon to entertainment, to, yes, educaRon.
In the past 40 years we’ve seen huge, tectonic shiTs in the way we think about EFL: from Grammar TranslaRon all the way to the current thinking about how to best implement the CommunicaRve and Lexical approaches that we’ve adopted more recently.
In terms of classroom approaches, too, we’ve evolved from textbook-‐driven, teacher-‐centric teaching to task-‐based learning, pairs and group work, learning games, physical movement, music, roleplay, and other great techniques.
As soon as learners step outside the classroom, however, they’re mostly on their own. At best, they might get assigned pages in a workbook or a vague suggesRon that they “read an arRcle in English.”
Trying to find useful pedagogical theory, academic work, or case studies on the subject of EFL Homework turns up very liEle informaRon.
Specifici4es of Homework • Tasks assigned to learners for
compleRon during non-‐classroom hours
• Invades the personal, “home”
domain of the learner
• The academic task subject to more external influences than any other
• CORRELATED WITH ACADEMIC
ACHIEVEMENT
• Learner Autonomy
• Individualized Learning
• Mo4va4on
Specifici4es of Homework in ESL/EFL?
The few academic papers on the subject of Homework specifically applied to EFL conclude that it is very useful in reinforcing the following crucial learning skills:
The Challenge
Homework 2.0
So we really should be figuring out how to bring Homework into the fold of useful EFL approaches we now consider as beneficial for language learning.
The Obstacles
Let’s start by invesRgaRng the obstacles….WHY homework doesn’t play the role it should in EFL.
First: technology, or the lack of it unRl now. Very difficult to foster autonomy, exploraRon and moRvaRon with linear and mostly uninspiring materials like textbooks and workbooks.
No, no, it’s an opportunity for explora4on and self-‐learning!
I’m telling you, the only purpose can be to consolidate what is learned in class.
Secondly, there has long been a schism between those who see homework as a “consolidaRng” tacRc for classroom lessons; and those who see homework as “something else,” i.e. complementary to the classroom experience but with its own unique role in the language learning process.
Third, homework is tricky for teachers because it’s unpopular with learners.
By its very nature, assigned homework is at a huge disadvantage compared to what is is compeRng with in the home: relax Rme, television, and, especially for teens and young adults: internet, music and mobile texRng. ,
Fourth, unRl now the creaRon,
monitoring and marking of
homework has implied
significantly adding to the teacher’s
workload.
The Obstacles
Technology not ripe yet
Unpopularity Workload
Debate re: Role of
Homework
So how does web 2.0 technology allow us to surmount these hurdles?
Web 2.0 plaeorms allow homework to be presented in a much more dynamic, interacRve, mulRmedia, non-‐linear format.
ConsolidaRon Rules!
Autonomy Rocks!
The issue of the appropriate role of homework, however, remains.
What is the correct role of EFL
homework? Sports InstrucRon analogy: a tennis instructor takes you through the mechanical movements you
need to master the backhand stroke.
How to best consolidate that instrucRon? Not by repeaRng the instrucRon steps by yourself.. but by playing tennis for fun and starRng to use your
backhand more regularly, even if imperfectly at first.
How can technology transform the “Unpopularity” obstacle? Not by
retaining the look & feel of classroom instrucRon.
Movies
Games
Music
News
Friends
Rather, web 2.0
enables us to make
homework look and feel a lot more like things that learners already enjoy
doing at home.
Learning Challenge Chore
English Intermediate B2
Even compliance monitoring and feedback by the teacher can be transformed by adopRng a points / scores / badges approach rather than grades or marks.
Even beEer, web 2.0 homework allows homework to spill over into the classroom, rather than just the other way around.
EFL Homework 2.0 Resources:
Make your own 3D movies with text-‐to-‐voice
Xtranormal
For example: have learners create a scripted dialogue, like a re-‐creaRon of something funny that happened to them.
EFL Homework 2.0 Resources:
Show & tell using videos, photos and
avatars
Voicethread
For example: ask learners to visually document a day in their lives, from morning to evening, and comment on the photos.
EFL Homework 2.0 Resources:
Use online sRckies to make a
collaboraRve brainstorming wall
Lino It
For example: use Lino It to generate ideas for a class ouRng.
EFL Homework 2.0 Resources:
Poster-‐making tool
Glogster
For example: have small groups of learners create a poster on an assigned theme, like preserving wildlife habitat.
EFL Homework 2.0 Resources:
Simple cartoon-‐making resource
Zimmer Twins
For example: use Zimmer Twins to have learners create their own funcRonal language situaRons, like ordering food in a restaurant.
EFL Homework 2.0 Resources:
Create commented “photo strips” from
Flickr content
Bubblr
For example: have small groups of learners capRon idenRcal photo strips, and then compare& discuss the strips to illustrate the concept of creaRvity.
EFL Homework 2.0 Resources:
Post a photo and provide audio comment
Fotobabble
For example: have learners upload their favorite digital snap, and provide commentary as to why it is their preferred photo.
EFL Homework 2.0 Resources:
Entertainment-‐focused exposure & community EFL site for teens and young adults
English A^ack!
For example: have learners play the Video Booster of the Day and come to class prepared to guess what happened next.
English AEack! -‐ English 2.0
Interac4ve video-‐based exercises
Global social network of learners of English
Thema4c visual
dic4onaries
Learning & drill games
Video Boosters
Photo Vocabs
Prac4ce Games Global Community
The only EFL out-‐of-‐classroom learning plaeorm
designed specifically for teenagers and young adults.
Pedagogical principles are explained at
blog.english-‐aEack.com
In conclusion:
Homework is a currently neglected but poten4ally transforma4onal tool in ESL/EFL
If ac4ve learning is central to language acquisiRon, then selng effecRve and moRvaRng homework
should be a key skill for ESL / EFL teachers
I
In conclusion:
Homework reinforces precisely those learning skills that are difficult to develop in class:
• Learner Autonomy • Individualized Learning • Mo4va4on
II
In conclusion:
Online technology allows us to blast EFL homework directly from the 19th to the 21st Century.
It can now be made appealing for learners as well as pragma4c for teachers
III
In conclusion:
EFL Homework can be a “third (communica4ve) place” alongside the classroom and the home.
Encourage learners to make links between the classroom
and communica4ve opportuni4es outside of it.
IV
#efl #esl #elt #edtech #iatefl #tesol #eltchat
For more ideas and informa4on: TeachertrainingVideos.com
Nik’s Quick Shout
Concluding thought: with technology, Nothing Is Impossible
Captain Kirk and Bones demonstrate the iPad 9 they have brought back from Rme travel into the 2020s to teach Klingon teenagers proper Starship Command English.
Homework: the final fron4er?
Web: www.english-‐a^ack.com Blog: h^p://blog.english-‐a^ack.com Slideshare: h^p://www.slideshare.net/EnglishA^ack
E-‐mail: paul.maglione@english-‐a^ack.com LinkedIn: Paul Maglione Twi^er: @paulmaglione
IATEFL Brighton, 2011