A highly integrated complex er el program problems and prospects
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A highly-integrated complex ER/EL program: Problems and prospects. Stephen Shrader and Rob Waring Notre Dame Seishin Women’s University ERF World Congress, Kyoto, Sept, 2011. Our OC course. We believe in: Autonomy and self-selection The importance of tasks and interaction

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A highly-integrated complex ER/EL program: Problems and prospects

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A highly integrated complex er el program problems and prospects

A highly-integrated complex ER/EL program: Problems and prospects

Stephen Shrader and Rob Waring

Notre Dame Seishin Women’s University

ERF World Congress, Kyoto, Sept, 2011

Our oc course

Our OC course

We believe in:

Autonomy and self-selection

The importance of tasks and interaction

The value of some teacher guidance and control

Nation’s four strands

meaning-focused input

attention to language features/items

meaning-focused output

fluent 4 skills use of known language items

We see our course as complex (language targets; tasks) and integrated (the parts reinforce each other).

A highly integrated complex er el program problems and prospects



Audio from graded readers

Graded readers

Self- selected fluency work

ELLLO (with T guidance)

Listening while reading in class (The Elephant Man)

Teacher stories, demos

Posters and presentations

Non-fiction material tied to course book topics (Footprints)

Non-self-selected fluency work

Course book (Reading Explorer 2)

Word lists

Course book audio

Course book video

Language focus work

Most of it is concurrent

Most of it is concurrent

Though we talked about it step by step, most elements run concurrently throughout the term!

e.g. Alternating self-selected reading and listening week 1 with non-self selected materials the next.

They read 6 GRs and 6 Footprints, 20 ELLLO, 6 Own Listenings

Additional activities – reading reports

The two classes met once per two weeks to do something (activity/presentation/poster or report their reading / listening).

ExamView tests plus teacher quizzes

The data

The data

Data collection

One semester of data so far

Expect 2-3 years of data to be collected

Pre-course data collected in first week (85 items)

End of semester data collected in July (66 items)


40 female first year college students

2 regular classes per week @ 90 minutes (plus homework)

1 CALL class @ 90 mins

The data reading histories in english

The data: Reading histories in English

Prior reading was mostly of textbooks and course and exam related materials

They had done very little reading of English content materials (comics, novels, poetry, magazines, newspapers etc.)

50% had read many / a lot of music lyrics, English webpages

46% had already read easy story books in English

88% read a lot/ often in Japanese

The data reading desires

The data: Reading desires

They reported wanting to read most types of reading materials – from newspapers and magazines to webpages

Genre preferences were for fantasy, romance, drama, historical, adventure, crime, biographies but not sci-fi, sports and science

Non-fiction was highly rated

The data little no change over one semester

The data: Little /no change over one semester

Similar tendency / rates for need to look up unknown words

Similar desire to be a better reader in English (high initially)

Similar liking for listening while reading

Similar levels of desire to understand everything when reading

The data minor changes since high school

The data: Minor changes since high school

Our course book was less tiring and easier to understand than those in High School

Increased desire to know more about the reading topic after reading

Increased desire / liking for reading in English

Increased perception of ease in reading in English

Lowering of perception that reading is hard

Increased desire in liking for listening

Slight increase in desire to read in Japanese

The data larger differences

The data: Larger differences

They translated less frequently when reading (29% said a lot in April to 7% in July)

Tendency to find their own non-course related reading material

Increased desire to read something more challenging

Increased desire to read more (in general)

Increased desire to read more non-fiction

Decrease in perception that listening is difficult

Increase in preference for listening over reading

Lessening of the desire to study alone

The data massive gains

The data: Massive gains

Self-perception of being a more confident reader

78% lacking confidence -> 83% felt confident

The data some negatives but to be expected

The data: Some negatives (but to be expected)

Slight decrease in perceived English ability since entering uni

Slight increase in realization they won’t be very fluent after graduation

The data hard to interpret data

The data: hard to interpret data

Lessening in strong desire to read easy story books (46% to 24% strong). BUT also a lessening in desire to read something very very difficult (39% to 17%) and an increase in desire to read something a little difficult (44% to 73%)

?? They want to read something at or about their level or just above it (not too easy and not too hard)

The data learning habits

The data: Learning habits

Increase in autonomy

Increased desire to ask questions / ask for help

Less desire to stay quiet about their mistakes

(but slight increase in desire for a teacher centered class)

Increased tendency to see reading as a communicative act rather than for language study

Slight increase in desire to focus on grammatical items

Large increase in % of students who liked speaking in class

Much greater tolerance for making mistakes

Increase in clarity of the reason they want to study English

The data input preferences

The data: Input preferences

The data post impressions

The data: Post impressions

83% reported some gains in reading speed (12% said a lot)

68% reported increasing reading speed is very important

63% prefer self-selected reading to teacher selected reading

Moodlereader quizzes were hard (51%) to very hard (39%) even though most tests were passed

49% prefer Moodle tests to doing reports (39%)

68% said the text book was okay, 5% easy, 27% hard

46% said the amount of homework was just right, 29% a bit too much, 15% not enough

63% said the videos were okay, 27% said a little difficult

The data post impressions reading

The data: Post impressions - reading

The genre (54%) was most likely to determine if a book was borrowed, blurb 27%, cover 10%, recommendation 10%

32% read a bit before choosing, 34% selected on interest, 17% on cover and 15% on genre

63% said selecting the right reading level was important 29% very important, 7% not important

The data post impressions listening

The data: Post impressions - listening

37% said selecting the right listening level was important, 59% a little important and 2% not important

34% selected from the blurb, 41% genre and 20% cover

17% can listen much faster, 76% a little faster than April

54% reported chatting helped them listen better than, ELLLO

(32%) and own listening (15%)

80% report an increase in listening confidence

63% still report listening is hard, 37% not so hard

93% report wanting to listen more and 98% report they want to

be a better listener than they did in April

The data post impressions elllo

The data: Post impressions - ELLLO

ELLLO listening

71% selected on interest

51% said it was not easy to find suitable level material

39% said it was easy to find suitable level material

37% use pictures or interest (27%) to select material

27% read some of the text before listening

37% did many online exercises, 51% did few

The data the er program

The data: The ER program

98% reported the borrowing system was easy to follow

68% reported taking time to select their own reading / listening materials 10% quickly, 22% a long time

Some of the challenges

Some of the challenges:

Lots of complex parts and deadlines to keep track of for...

students... so the full course calendar needed for orientation

by us… word lists were needed at the very start

book orders filled before term start (class sets)sometimes limited resources, so activities can't overlapsome tasks due on a certain day across classes,

so schedule is important

And... we wanted to demo all important tasks with both classes together, so all of that needed to be ready and teacher roles decided.

Responding to needs

Responding to needs

As the course progressed, we added

Moodlereader for assessment

Summer vacation weekly blogs (using blogger.com)

Student portfolios

In the future

Put all audio and video on computer for students to self- access, add self study materials for songs

Allow students to take Moodlereader quizzes / access ELLLO in the new self-access lab

Add self access, self selected language focused study



We’ll finish the year, collect more data and report the data in a future paper.

Thank you for your time.

Feedback please

Feedback please

Is this too complex?

Enough integration?

How extendable would this be?

What data should we collect?

Should we add strategy development?

Coursebook cd rom

Coursebook CD-ROM

Www elllo org


Listening task for elllo

Listening task for ELLLO

Our reader room

Our reader room

Self selected listening

Self-selected listening…

Many students also borrow dvds

Many students also borrow DVDs!

New computers for future listening tasks

New computers for future listening tasks!

Some of our books

Some of our books…

Tasks for self selected reading and listening

Tasks for self-selected reading and listening.

A story in pictures

A story in pictures…

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