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

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 prospects

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

Reading prospects

Listening

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 prospects

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 prospects

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)

Background

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 prospects

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 prospects

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 prospects

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 prospects

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 prospects

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 prospects

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) prospects

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 prospects

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 prospects

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 post impressions
The data: Post impressions prospects

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 prospects

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 prospects

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 prospects

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 prospects

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: prospects

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 overlap some 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 prospects

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


Reporting
Reporting prospects

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 prospects

Is this too complex?

Enough integration?

How extendable would this be?

What data should we collect?

Should we add strategy development?



Www elllo org
www.elllo.org prospects



Our reader room
Our reader room prospects