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Introduction to Academic English

Introduction to Academic English. Instructional Design Project By Yaa Afriyie Donyina DETT 607 Section 9020 August 3, 2014. Student Characteristics. English Language Learners Ages 18 to 25 They speak various first languages Live in United States and other countries

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Introduction to Academic English

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  1. Introduction to Academic English Instructional Design Project By YaaAfriyie Donyina DETT 607 Section 9020 August 3, 2014

  2. Student Characteristics • English Language Learners • Ages 18 to 25 • They speak various first languages • Live in United States and other countries • Have a high school diploma and passed T.O.E.F.L. exam • Plan to attend post-secondary institution in U.S.A.

  3. Course Justification • English language learners lack the language skills to succeed at undergraduate degree • More than 70% of the students are from countries where no English is spoken • Can pass a written language exam, Test of English as a Foreign Language (T.O.E.F.L.) but not prepared for taking university courses in English • Consequences of not addressing this learning need include poor grades, dropping courses or failing university

  4. Course Development Team Faculty: • English as a Second Language (E.S.L.) Instructor • Bilingual Teaching Assistants • Librarian Course Support Staff: • Instructional Designer • Web Development Specialist • Audio-Video Technicians • Graphic Designer • Technological Support

  5. Gagne’s Nine Events of Instruction • Gain attention of the students • Inform students of the objectives • Stimulate recall of prior learning • Present the content • Provide learning guidance • Elicit performance (practice) • Provide feedback • Assess performance • Enhance retention

  6. Online Classroom: Learning Materials Multi-media Files: • Electronic textbooks • Podcasts • Virtual Reality • Audio • Skype • Visual Representation Internet Resouces: • Journal articles • Weblogs • YouTube • Twitter • Facebook

  7. Features of Learning Management System OSU • Features of LEO: • Online quizzes & tests • Asynchronous discussions • Roster • Syllabus • Reports with grades • Assignment submissions • Calendar • E-mail account Introduction to Academic English 12 week non-credit course Offered by Oregon State University Purpose: to prepare English Language Learners for Post-Secondary Focus: Main language skills including speaking, listening, reading & writing Maximum: 20 students Prerequisites: high school diploma & passed T.O.E.F.L. exam P=uP Syllabus Module 1-Speaking Module 2-Listening Module 3-Writing Module 4-Reading

  8. Course Outcomes Faculty Contact Info • Introduction to Academic English • Welcome Message (video/audio) • Faculty/T.A. Introductions • Measurable Course Objectives • Course Start & End Dates • Class Announcements Syllabus Course Welcome Module 1-Week 1-3 Module 2-Week 4-6 Module 3-Week 7-9 Module 4-Week 10-12

  9. Course Outcomes • Introduction to Academic English • Provide Faculty Information: • Faculty Biography • Phone number • Skype • E-mail Syllabus Course Welcome Module 1-Week 1-3 Module 2-Week 4-6 Module 3-Week 7-9 Module 4-Week 10-12

  10. Course Outcomes • Introduction to Academic English • Students will have the following skills after the course: • Writing essays & tests • Reading various tests • Active listening & note-taking • Public speaking • Increased vocabulary • Critical thinking skills • Accurate pronunciation Syllabus Course Welcome Module 1-Week 1-3 Module 2-Week 4-6 Module 3-Week 7-9 Module 4-Week 10-12

  11. OSU Introduction to Academic English Syllabus Course Outline Announcements Learning Materials Modules: Module 1: Speaking (week 1-3) Module 2: Listening (week 4-6) Module 3: Writing (week 7-9) Module 4: Reading (week 10-12)

  12. OSU • Discussion Forums • Student Introductions • Get Acquainted Activity • Student Lounge for social interaction

  13. OSU • Module 1: Speaking • Introduction to module • Learning Objectives • List of Learning Activities • Discussion Forum for Questions • Assessments

  14. OSU Module 1: Speaking Learning Objective: Students will be able to discuss their opinion about an issue in the news through a recorded podcast. 1. Give the students a thought provoking question about a news event. 2. Students will be told about the learning objectives of this task. 3.Ask the students to brainstorm issues in the news through Skype. 4. Students are given instruction about how to make a speech.

  15. OSU Module 1: Activity 1 5. Students are provided with learning guidance with videos of speeches in English. 6. Students are given an opportunity to practice speaking skills. 7. Students would be given analytical feedback of the recorded speech. 8.Students will be assessed with the expectation of at least 75% of words are pronounced correctly. 9. Retention of this learning would be enhanced through additional pronunciation practice through Skype.

  16. OSU Module 1: Activity 2 Learning Objective: Students will be able to present a speech recorded online with 70% of the words pronounced correctly. 1.First, the students’ attention would be gained for a learning sequence that would involve learning how to pronounce words correctly. 2.Students would be informed of expectations for this learning sequence. 3. Students would be led to consider what they already know about pronunciation. 4. Student would be presented with instruction about how to pronounce English words correctly.

  17. OSU Module 1: Activity 2 5. Students would be provided with guidance concerning correct pronunciation. 6. Students would be given an opportunity to practice correct pronunciation. 7. Students would be given feedback on the correctness of their practice. 8. Students would be assessed via a speech they record with an expectation that at least 70% of the words would be pronounced correctly. 9. Retention of this learning would be enhanced—perhaps by providing additional opportunity to pronounce these words correctly.

  18. OSU Module 1: Activity 3 Learning Objectives: Students will be able to have a 5-minute conversation with one classmate, while applying conversation skills such as greetings, turn-taking and asking for information. 1.Get the students attention with a get acquainted activity. 2. Students are told the criteria for the learning task. 3. Students are encouraged to brainstorm rules when having a spoken conversation. 4. Students are given instruction about how to have a conversation in English from reading online articles. 5. Students are given guidance about conversation skills from video clips.

  19. OSU Module 1: Activity 3 6. Students are given an opportunity to practice conversation skills in a peer practice sessions for five minutes. 7. Students are given corrective feedback of their conversation practice. 8. The students are assessed during their conversations on Skype. 9. Retention of conversation skills in enhanced by providing additional opportunities to practice speaking skills.

  20. OSU • Assessment • Students will get feedback on Assignments, Presentations & Group Work • Online quizzes and tests at end of each Module • Instructor e-mails each student feedback in weekly reports

  21. Keller’s ARC Model • Attention The course will include of variety of media, such as audio, computer graphics, internet chat and videos to gain the student’s attention and perception arousal. The course will include get acquainted activities for the students to get to know each other. There will be discussion questions with open-ended answers to get the students’ interest. • Relevance To promote relevance, students will be allowed to choose their topics for writing and speaking activities. Guest speakers will be invited to the online classroom to model English during Conversation Circles. The students will be encouraged to use English in their space time by using social media such as twitter.

  22. Keller’s ARC Model • Confidence The course will strengthen the students’ confidence by giving them regular feedback on learning tasks through the learning management system. The online course will list the learning objectives and evaluation criteria at the beginning of each Module. Students will given regular feedback during learning tasks to increase their confidence. • Satisfaction To improve intrinsic motivation of the students, the course will include peer and self-evaluations. The students will have opportunities to write journals about their progress when learning English.

  23. Theoretical Background Constructivism • Experiences and background of the students influence content of the course. • Students create their own understanding through their life experiences (Harasim, 2012) • Students are encouraged to take ownership of the new skills and knowledge eg. self-assessment survey Knowledge Transforming • A constructive process is the key to students’ improved understanding of subject matter • Makes connections between the information and students’ prior knowledge Harasim, L. (2012). Learning theory and online technologies. New York, N.Y.: Routledge. Wiley, J. & Voss, J.F. (1999). Constructing Arguments from Multiple Sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91(2), 301-311.

  24. Theoretical Background Meta-learning • A student’s awareness of his or her goals, experiences and action will lead to increased (Jonassen, 1988) • Promotes the monitoring of the learning process Traditional Cognitive Science • the goal of instruction is transfer knowledge in the most efficient way possible (Bednar, Cunningham, Duffy & Perry, 1992) • Effective instruction is breaking the knowledge into simple building blocks which are easier to learn Bednar, A. K., Cunningham, D., Duffy, T.M. & Perry, J.D. (1992). Theory into Practice: How do we link? In T.M. Duffy & D. H. Jonassen, Constructivism and the Technology of Instruction: A Conversation (pp. 17-34). Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc. Jonassen, D.H. (1988). Instructional Design for Microcomputer Courseware. Hillsdale, N.J.: Lawrence Erlbaum.

  25. Course Complete After the student completes the online course, Introduction to Academic English, he or she will receive a certificate of completion. The student needs to receive an overall mark of at least 75% to pass the course and gain admission to Oregon State University.

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