Acronyms

Acronyms

IT stands for information technology. It refers to anything related to computing technology, such as networking, hardware, software, the Internet, or the people that work with these technologies. We live in the"information age," information technology has become a part of our everyday lives. That means the term "IT," already highly overused, is here to stay. reference://techterms.com/definition/it

ICT stands for Information Communications Technology. ICT refers to technologies that provide access to information through telecommunications. It is similar to informantion technology (IT), but focuses primarily on communication technologies. This includes the internet, wireless networks, cell phones, and other communication mediums. reference://techterms.com/definition/it

CAI stands for computer-assisted instruction or computer-aided instruction. CAI is a teaching process that uses a computer in the presentation of instructional materials, often in a way that requires the student to interact with it. CAI; instructional activities that use a computer as the primary vehicle for teaching content or processes rather than one-to-one interaction with a student. the CAL programs for individual learners.The term most often refers to drill and practice, tutorial, or simulation exercises used as stand alone instruction or as supplementary materials. reference: http://medical-dictionary.thefreedictionary.com/computer-assisted+instruction

CALL stands for computer assisted language learning. Computer Assisted Language Learning (CALL) is often perceived, somewhat narrowly, as an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. Levy (1997:1) defines CALL more succinctly and more broadly as "the search for and study of applications of the computer in language teaching and learning".reference: https://www.llas.ac.uk/resources/gpg/61

WBI stands for Web based instruction. WBI is a web-based, web-based instructional program that offers multidimensional multimedia lessons in all subjects or it just offers some information for teaching purposes. Also take advantage of the features Communication in the Internet, such as E-mail and chat with text and audio, is used to achieve efficiency.reference: http://www.learner.org/workshops/teachreading35/session6/index.html

CBI stands for Computer Based Instruction. CBI is the use of computers as the basis for lessons. Such learning may take place at an educational institution, a libraly, a workplace, or the home. Computer resources help at any educational level to better convey information, and allows students to proceed at a learning rate they are comfortable with.These methods usually make extensive use of graphics, and often allow one-click access to the Internet for yet more information. reference: http://www.dictionaryofengineering.com/definition/computer-based-instruction.html

CMC stands for Computer Mediated Communication. CMC is a process in which human data interaction occurs through one or more networked telecommunication systems. A CMC interaction occurs through various types of networking technology and software, including email, Internet Relay Chat (IRC), instant messaging (IM), Usenet and mailing list servers. CMC technology saves time and money in IT organizations by facilitating the use of all communication formats. CMC is divided into synchronous and asynchronous modes:

- In synchronous communication, all participants are online simultaneously.


- In asynchronous communication there are time constraints on


communication messages and responses, as with emails.


CMC features include conversation record ability, formal communication, and user identity anonymity, depending on software type -such as IM. However, CMC user statement interpretation may be difficult due to the absence of verbal communication. reference: www.techopedia.com/definition/392/computer-mediated-communication-cmc

TELL stands for Teaching English Language Learners.It is the English teaching for English learners by bilingual education and expertise, then check out the best teaching strategies, supporting the development of the knowledge of students who are learning English as a second language. You will learn how to create a student's language and background experience and how to create a classroom environment that promotes student’s learning. reference: http://nootaa.blogspot.com/2012/08/acronyms-related-to-computer-technology.html

MUD stands for Multiple User Dialogue. MUD is a computer program that users can visit and explore. Each user takes control of a person's computer character. You can walk around chatting with other characters, explore dangerous monsters, solve puzzles, and even create your very own room. Description and Item You can still get lost or confused if you jump right in to make sure to read this document before you start.

reference: http://www.sdmud.com/about/muds/


MOO stands for MUD Object Oriented. MOO refers to the system of communication that is Synchronous users can interact with each other by typing the text. Choose a room or place to talk. The conversation must be in a place called the same room. reference: http://senarak.tripod.com/mudmoo.html

Synchronous Tools and Asynchronous Tools

Synchronous Tools and Asynchronous Tools

The image used in this post is of a small group of students sitting in a room together, (seemingly) energetically talking about the issues at hand. This is an example of synchronous discussion—the students are in the same room, ostensibly discussing the same topic (the caption says they are “debating search engine liability,” which sounds really interesting to me, at least). When we teach in the physical classroom, we are engaged in synchronous communication with the students. We hope that when they get into small groups they carry on the same sort of lively real-time interaction that we’ve modeled for them as we move around the classroom.

But if you teach online, you might employ a synchronous model—”same time, different place”—or an asynchronous model—”different time, different place.” Or, you might use a combination of tools to meet a variety of scholarly needs.Or, you might teach in a physical classroom, face to face with your students, yet still employ one or more of these communications methods.

Below is a partial list of synchronous and asynchronous communication tools—file this under “things to think about” if not implement at some point in your teaching career. A word of advice—more like common sense, actually—don’t throw a lot of different tools at your students all at once (unless it is a class specifically about tools). As with any tool, carefully consider its use before offering it as an option, and certainly before requiring its use (unless you’re ready to be a role model, to play tech support, and to be a cheerleader).


Synchronous Tools
If using the “same time, different place” model of communication, some common barriers to implementation of synchronous tools are cost and bandwidth—not only cost and bandwidth on your end, as the individual teacher or the institution, but also to the students. This is especially true with conferencing systems; video/web conferencing requires equipment to deliver but also to receive. Although the benefits of real-time video conferencing are clear—it’s as near to a physical classroom environment as you can get—the software, hardware, and bandwidth necessary on both sides can be more cost-prohibitive than actually physically attending a class.

Some learning management systems/e-learning systems/virtual learning environments have integrated synchronous tools within the delivery platform—here I’m thinking specifically about Blackboard’s integrated chat and whiteboard features. Although there are still software, hardware, and bandwidth requirements for these tools, the requirements are likely not as cost-prohibitive as those required for video conferencing.

But when thinking about setting up synchronous discussion, don’t discount the basic, free, “old school” group instant messaging platform, ICQ.


Asynchronous Tools
But when it comes to virtual communication in support of our classes, asynchronous communication is by far the more popular model if for no other reason than the barriers to implementation tend to be much lower—many of these tools are free and require minimal hardware and software. The drawbacks of asynchronous tools are that they are by nature less timely and efficient—they are asynchronous, after all. However, planned excursions with asynchronous tools can turn into synchronous events. In other words, if students and instructors all happen to be logged in to a discussion board, conversation can happen in near-real time.

Common examples of “different time, different place” tools include:

- Discussion boards: whether integrated into your online learning environment or not (such as Google Groups), well-managed discussion board can produce incredibly rich conversations about the topics at hand.

- Blogs: my personal favorite, as not only are the students discussing with one another (and the instructor), but they’re learning something about writing for a wider audience who may or may not be listening in. The open nature of blogs also allows for communication between students in other classes at other institutions who are studying the same topics. You might have to make “comment on blogs” count for a grade in order for some students to do it, but such is the nature of the beast—those students probably wouldn’t talk in class, either.

- Social Networking Sites: Facebook and Twitter can play important roles in your asynchronous communications strategy. Facebook pages for a class can be the destination for up-to-date information about the course, without your students having to friend you (or even one another). Twitter, and Twitter lists, can be useful sites of asynchronous discussion, although not in the threaded format that one is used to seeing in a discussion board setting.

- E-mail/Listservs: Some people consider mailing lists to be quaint relics of a previous technological age, but it’s hard to argue with the fact that they still work: an e-mail based discussion list does afford one the ability to carry on threaded discussions in a private environment, yet outside the confines of a managed system (for discussion boards). In fact, Google Groups (referenced above) is a threaded discussion board that can also take place via e-mail, putting a different twist on the typical concept of the listserv.

Regardless of the tool or set of tools that you use, be sure your communication plan is clear to your students. Online communication does have rules, just like face-to-face communication. Set guidelines as well as expectations, and use only those tools that you’ve evaluated and which clearly enhance your teaching and student learning.

Reference: http://www.chronicle.com/blogs/profhacker/tools-for-synchronousasynchronous-classroom-discussion/22902

The Use of Multimedia in English Language Teaching

The Use of Multimedia in English Language Teaching

          The listening comprehension and oral expression ability enhance their self-study ability.

Definition

          Multimedia is the exciting combination of computer hardware and software that allows you to integrate video, animation, audio, graphics, and test resources to develop effective presentations on an affordable desktop computer.

The Current Status of Multimedia Teaching Method in College English Teaching

          Set up a harmonious and high-effective teaching atmosphere make students take

part in the practice developing the students’ English intercommunicative ability. The answer

is not the grammar, nor the word differentiation, but the real. The interaction and

intelligence of the multimedia courseware become good medicine for mute English

students.

Relationship between the Qualities of the College English Teachers and Multimedia

Teaching.

- Training self-study

- Short teaching experience

Misunderstandings and Disadvantages of Multimedia Teaching in college English Teaching

          Contructivist learners can’t get real knowledge by being taught, teaching design should include not only the teaching target analysis, creating a certain scene suitable for learners to study.

Teacher attending to trifles and neglecting the essentials, and English classroom becoming a demonstrating hall of computer functions

 Some Suggestions on Multimedia Teaching in College English Teaching.

 - Teachers should change their ideas of using multimedia teaching

          No matter how powerful the modern education technology is, it is only a kind of technology, and it only a kind of technology, and it only provides a kind of possibility.

 - We should devote major efforts to developing multimedia teaching mode based on network circumstance

 Conclusion

- Should make best use of advantages of multimedia.

- Multimedia can’t replace all other teaching methods.

- Should apply several methods in class.

Using Corpus Analysis Software to Analyse Specialised Texts

Using Corpus Analysis Software to Analyse Specialised Texts

What is a corpus?

In corpus linguistics, a corpus (sometimes used in the plural form “corpora”) can be generally defined as… ‘a collection of naturally-occurring texts in a computer-readable format which can be retrieved and analyzed using corpus analysis software’ (Kennedy, 1998; McEnery & Wilson, 2001; O’Keeffe, A., McCarthy, M., & Carter, R. , 2007; Teubert & Cermakova, 2007)

Sources of language corpora

·        Subscribe to a large corpus provider such as the British National Corpus (BNC)

- http://www.natcorp.ox.ac.uk/

·        Use web concordancing

- http://corpus.leeds.ac.uk/protected/query.html (general corpus; English)

- http://corpus.byu.edu/ (general corpus; American/British English)

- http://lextutor.ca/conc/eng/ (general and specialized corpora; English)

·        Compile own corpora and analyse data using corpus analysis software

- Antconc’ (http://www.antlab.sci.waseda.ac.jp/software.html) (for monolingual corpus)

- ‘Wordsmith’ (http://www.lexically.net/wordsmith/) (for monolingual corpus)

- ‘Paraconc’ (http://www.athel.com/para.html) (for multilingual corpora)

Designing a specialized corpus

           Corpus size

·        There are no fixed ruled; depending on research purposes, availability of data and time.

·        Large, general corpora may be less useful than small, focused corpora if searches are made on context-specific terms.

·        There are limitations of ‘too small’ corpora e.g. not enough concepts, terms, or patterns under investigation.

·        It is preferable to create a ‘monitor’ or ‘open’ corpus because specialized words/usage are dynamic.

Text extracts vs. full texts

·        Depends on the aim of corpus compilation.

·        Whole text offers more coverage because words or terms to be looked at may be randomly distributed throughout the text.

·        Specific sections may be helpful if we are looking for words or phrase under particular content areas or want to create purposeful sub-corpora.

Number of texts

·        Choices can be made between collect few texts of large size or a number of texts with smaller sizes.

·        Choices can also be made between selecting texts written by one or two key writers or sources, or texts retrieved from different sources or written by different authors.

·        Depends on your research focus e.g. to study overall language use or to study idiosyncrasy or linguistic choices preferred by particular writers.

Medium

·        Can be spoken or written texts or mixed.

·        Depends on research questions.

·        Some practical factors should also be considered e.g. compiling spoken corpora can be time-consuming and needs special types of tagging (= giving codes to the data e.g. turn-taking paralinguistic features)

Subject and text type

·        Should mainly focus on the specialized text under investigation, although this is less clear-cut in multidisciplinary subjects.

·        Texts may come from different subject if the research focus is on the study of particular language features rather than term extraction.

·        Text types within a specialized subject field may vary from ‘expert-to-expert’ texts to ‘expert-to-non-expert’ texts, or in other words, from technical to popular texts.

Other considerations

·        Authorship: Texts written by experts in a field tend to present more reliable and authentic examples of specialized language.

·        Language: Specialised texts can be stored and retrieved in the form of monolingual, comparable, or parallel corpora.

·        Publication date: Texts should come from recent publications unless queries are made in relation to particular periods of time.

Sources of specialized texts

·        Printed materials

·        Word document

·        CD-ROMs

·        Texts on the Web

·        Online databases

Getting started with Antconc

Download the latest version of Antconc watch YouTube tutorials fromhttp://www.antlab.sci.waseda.ac.jp/antconc_index.html

1. Run the program.

2. Open Files (browse and select targeted files) or Open Dir (to select targeted folders)

3. Choose the function.

4. Clear All Tools and Files before selecting opening new files.

5. Save Output to Text File to save output e.g. concordance lines.

Using Weblogs in Foreign Language Classroom: Possibility and Challenges

Using Weblogs in Foreign Language Classroom: Possibility and Challenges

Using Weblogs in Foreign Language Classroom: Possibility and Challenges

The web 2.0 is developed from web 1.0 the web 2.0 is created for interactive information such as weblog, wikis, and social network.  It also is recognized to have great potential for effective teaching and learning foreign language.

theoretical justification of using Web 2.0

Pedagogy has shifted from a cognitive orientation to a social orientation, from context to naturalistic setting, and L2 learning to L2 use.Together with these changes, concepts such as input, interaction, authenticity, and collaboration are recognized as critical factors to determine successful foreign language learning.

          Web 1.0 which is characterized as non-participatory, static, read-only entity. In contrast, Web 2.0 technologies provide environments where users can communicate and collaborate in active manners. Thus, web 2.0 technologies provide language learners with the potential for a collaboration-oriented and community-based learning environment. The weblogs are best received in field of education in general and foreign language education owing to their unique features.

Table 1. Web 1.0 vs. Web 2.0
Web 1.0	Web 2.0
Web as Read-only	Web as Read-write.
Web as Medium	Web as Platform
Web as geek and techies	Web of anyone willing to try
Web as Broadcast	Web as conversation
Web as static	Web as Dynamic

Characteristics of weblogs

Weblogs is defined as free user-friendly websites that are easily created, maintained, and updated without any knowledge of HTML, offer huge possibilities for innovative learning in classrooms, across disciplines and in various levels.

3.1. Weblogs vs other Asynchronous Web-based commutation tool

Weblogs share some similar features with other asynchronous communicative applications such as email, discussion forums, and web pages. The weblogs can be viewed by anyone on the web. Weblogs are also different from discussion forums in that they are individually or group owned. Weblogs can easily include hyperlinks, images and video clips while the forum mainly consists of plain texts or attached files.

3.2. Unique Features of Weblogs

Individual ownership: it is responsible for publishing the blog content, moderating readers’ comments, deciding the rights of the readers, and customizing the look and feel of the blog.

Updates displayed in reverse chronological order: blog, there are chronological order of the post places the latest posting at the top of the page.In the other hand, Older posts appear further down the latest post. This systematic makes it possible for users to access the latest posting immediately when logging on the blogs. 

Archival of postings: Weblogs auto-archived older posts. It will show only recent post but the reader can get the older post by clicking a hyperlink or permalink

These unique features of weblogs have  various characters that attract language educators and the posting.

Relevance: Weblogs allow teachers and learners to upload content relevant to their courses and promote student-teacher, student-student, and student-others interactions about the postings.

          Accessibility: Weblogs are accessible to whoever is interested in making contributions in a relatively long period of time without moving physically or attending face-to-face classes

          Interactivity: Weblogs can be accessible to other blogs through a list of links to selected blogs, or an RSS feed enables bloggers to subscribe to other blogs and monitor their activities.

Interest: Weblogs give students equal chances to par

These characteristics of weblogs not only facilitate exchanging information and expanding communication but also provide learners with possibilities to enhance their language learning.

Using Weblogs in Foreign Language Classroom

We use weblogs in foreign language classroom as three means: the tutor blog, the learner weblog, and the class weblog. Campbell (2003)

Three Weblog types
Type of weblog	Characteristics
Tutor	Administered by the instructor Encouraged learners to do reading practice and Explore links for self-study
Class	Administered by the entire class Encourages learners to post messages, images and links pertinent to classroom discussion topics
Learner	Administered by the learner Encourages individual learners to post their thoughts about the reading

4.1. Possibility and Challenges of Tutor Weblog

A tutor weblog can have possible three functions:

It can function as a pace through which teacher provide learner.

It can function as platform to help learner explore the web resources in a guided manner.

It can use to allow learners to express their idea and opinion.

4.2 Possibilities and Challenge of learner blogger

A learner blogger is used for online journal that an individual can update with his or her words, ideas, and thought.

4.3. Possibilities and Challenge of Class weblogs

Class weblog can be best used as a collaborative discussion space, an extra-curricular extension of the classroom, encouraging students to reflect more in depth on the topics dealt with in class. In addition, class blog can be useful for facilitating project based language learning. Furthermore, class blogs can serve as a medium for cultural exchange through writing. Learners can interact with people in other countries if the situation permits. Though this interaction, learners can practice their foreign language skills as well as acquire intercultural awareness. Participation in an authentic use of the target language for real communication.

Advantages and Disadvantages of Using Weblog

Advantages of Using Weblog

- Weblogs provide an authentic learning environment for real communication.

- Weblogs function as online learning logs where learners record their learning experience. For teachers, this function can be used as e-polio that record learners’ progress and encourage learners to reflect on their learning experience.

- Weblogs enable learners to create social networks and learning communities, so this collaboration can motivate learners to improve their writing skills.

With these advantages, the multi-media features of weblogs enable language learners to improve all of language’s skill because audio and video blogs can provide listening material together with cultural aspects related to the target language country. Weblogs integrated in foreign language classes are reported to provide the learners with a practicing environment where learners can think, write, and reflect through interaction with their instructor and peers, and as a result can enhance their writing skills.

Using weblog in foreign language classroom:

- Enhances reading comprehension, improves students’ writing skills and abilities.

- Develops writing and learning strategies.

- Has a positive impact on the content and increases the amount of writing of learners?

- Makes students pay close attention to the formal aspects of writing, both in terms of word choice, structure, and word spelling, attending to sentence and paragraph structure as well as adapting academic style, register and appropriate word.

- Provide the student’s opportunity to write freely without being judged for their grammatical mistakes.

- Develops ideas and provide feedback for the authors.

- Enhances student analytical and critical thinking skills.

- Increases student motivation in reading and writing, promotes learner independence and autonomy, and enhances students’ analytical and critical thinking skills.

Disadvantages of Using Weblog

- Students with low English proficiency may experience difficulty in putting their ideas in order.

- Students lack confidence in their writing ability

- These problems suggest that the instructor should take a more active role in assisting students during the blogging. On the other hand, it is difficult to keep students’ interest in blog-based tasks. Thus, teachers guided learners to form the habit of using them for weblogs to work best:

- Teachers should respond to students’ posting quickly, asking questions about their postings to stimulate them to keep writing.

- Students should be actively encouraged to read and respond to their peers.

- Writing to the blog could be required as part of the class assessment.