Tutorial Week 9 ● Reflection

In this week’s tutorial task, we were required to see how closely does the listening process is mirrored in the tasks in the Malaysian English textbook. Also, we needed to see to what extent the tasks assist in developing the listening skills of the learners. After looking at two chapters and discussing it with my coursemates, we found that the activities reflect the listening skills well. However, we feel that the activities helps learners in their listening as most activities usually require learners to listen for information to complete an activity or listening on how to pronounce a consonant or a word. Activities given provide learners with the top-down and also bottom-up learning process which helps learners learn better. In my opinion, I feel that the textbook has provided learners with activities that are able to enhance the learners’ listening skills; however, from my past experience, teachers usually skip these tasks as they feel that it is troublesome and a waste of time. Therefore, it is crucial that teacher realises the importance of the listening skills and pay more attention to this skill along with the other language learning skills.

Week 8 ● Reflection

In this week’s tasks, we were asked to compare and contrast the different adaptation techniques between Maley and Tomlinson, McDonough and Shaw and also Masuhara. We were also asked to compare and contrast the materials adaptation procedures. Looking the techniques and procedures, I realised it’s all almost similar, it’s the terms that are different. It was a good task as I feel that it is necessary for teachers to adapt their materials to fit the students’ learning context and objectives.

Materials adaptation is something I feel has to be applied somehow or rather as no two classrooms are the same. By adapting the materials, learners will be able to learn better as the materials can fit them better. Despite that, it is really up to the teacher to choose to apply these techniques of adaptation as some teachers may think the textbook and material itself is good enough for every students.

I remember back in high school, my friend from a different class were discussing about our English teachers and we were comparing the teachers and how they taught. I remember how my friend complained that the teacher follows the textbook and never changes or make the class more interesting which in turn resulted in the class being boring and uninteresting. On the other hand, my teacher would always add activities, modify the materials to suit our class. It was fun and engaging and we were given chances to interact more in the class and do extra activities which made us love our English lesson.

In my opinion, teachers should at least try to adapt the materials in suiting the learners as it will be much more effective. By having these techniques and procedures, I would definitely try to apply materials adaptation to enhance my teaching next time.

*This reflection was written on the 18th of December. The date was changed because I thought it'd be better if it was posted after the respective task.

Tutorial Week 7 ● Reflection

For the tutorial this week, we were required to sketch out a digital language learning material (DLLM) interface and explain our concept based on week 7’s lecture notes and articles given. I am thankful that I was exposed to digital learning materials in my first semester but I only knew a little about it. All I knew was that the materials used were tools related to the computer and Internet. Therefore, this week’s lesson on DLLM allowed me to understand it better and I really enjoyed reading about it.

I’ve learnt that in creating materials/DLLM, we have to consider many aspects such as the learning objects and materials, the usability of that particular material, etc. We have to see how practical is the material and how would learners accept it or use it as a language learning material. Seeing how the DLLM corresponds with the needs of the learners and the pedagogical usability. I realised DLLM is not created because we want the material to be interesting and students will pay more attention in class; besides that, it has to focus on how language is being learnt and how learners can use these DLLM to improve and apply in their daily lives.

I enjoyed this tutorial as it allowed us to create a DLLM in whatever way we wanted. I enjoyed searching through the Internet to find suitable websites and software that are interesting, fun and most importantly, user friendly. We chose ToonDoo as we found that it was practical and it had the ‘criteria’ we wanted. We thought its very user friendly and it will not be difficult for high school learners to use it. After deciding on the suitable website/material, we created a comic strip and came up with questions that will enable learners to use the website to answer the questions given.

This week’s tutorial task was definitely fun and helpful as I learnt more about DLLM and how it is important to not just create a DLLM for the sake of having an interesting activity, but to create a DLLM to aid and enhance one’s language learning process. I will definitely follow these theories and principles in designing an interesting and useful DLLM for my learners next time.

Tutorial Week 6 ● Reflection

In week four and week five’s tutorial, each group gave a presentation on their respective checklist. It was interesting to see how many checklist we can use to evaluate a material. After the presentation, we were given an English textbook/course book by Miss JC. Our task was to use our respective checklist to evaluate and list out the problems we faced during the evaluation. “Easy job. Just follow the criteria/features given in Littlejohn’s checklist, tick the ones that the chapters have,” I thought. I was wrong.

Referring to the problems stated in the PowerPoint presentation, our group struggled quite a bit with how the tasks should be divided and with the meaning of some criteria. Despite the definition and examples given in the article, we still couldn’t fully understand the criteria. After some discussion with the group, we decided to evaluate based on our understanding of the criteria/features. It was a relieve knowing what we’ve discussed were correct after our presentation; and it was good that Miss JC further explained the meaning of different criteria/features.

I can’t say I enjoyed this task, but I know that I’ve learnt a lot through it. Materials evaluation isn’t as easy as it looks like, and it takes a large amount of effort in analysing each task. I’ve learnt that it is important to be open to other people’s opinion and feedback on things. Everyone is different in the way they think, and I realise it’s good to be able to listen to different interpretations and see things in other people’s perspective. With this, it is important that teachers also seek other teachers for different opinion on the tasks/activity in the textbook. The teachers will not only be able to share their own experiences with one another, they can also work together to produce better materials that are interesting and will be able to suit different learners.

Littlejohn’s checklist is a good checklist to be used as it is specific and it looks at every aspect of the material. However, I feel that it may be very difficult to use this checklist all the time. Analysing materials with this checklist requires patience as the analysis can be quite tedious. Teachers will not have sufficient amount of time to go through each tasks as they have other responsibilities and needs to cater to. Thus, I recommend that teachers try to allocate a time to at least analyse 5-8 tasks a day; other checklists can also be used too. J

*This reflection was written on the 5th of November. The date was changed because I thought it'd be better if it was posted after the respective task.

Tutorial Week 4 & 5 ● Reflection

This week’s tutorial task was interesting, I must say. I never knew there were checklists in evaluating materials till I joined this course, so it was something new for me. J We were required to give a presentation base on the checklist we were given, chose. We were given a choice on which author’s checklist we would like to present on; not knowing that it’d be one of the toughest checklists to understand, we chose the author with what we thought had the most interesting name, Andrew Littlejohn.

I struggled really hard the first time I read the article on Littlejohn’s checklist, I couldn’t understand what it was about and I found it hard to focus while reading. I realised just reading the article didn't help; so I decided to highlight important points and make annotations. After that, re-reading it for around four times really allowed me to understand the main points, and I realised it wasn't as tough as I thought it would be.

As I was trying to understand Littlejohn’s article, it was interesting to see how he introduces the framework and how there are different levels in analysing the materials. I felt that it was helpful that he arranged it in a way that there are different levels in analysing, first the explicit nature of the material, then he slowly moves in to a more specific/deeper level of analysis. I really like this checklist as it looks at every aspect of the material. However, seeing so many criteria/features in the checklist, I do think that it can be time consuming.

Through this tutorial task, I found out the importance of evaluating a material. Teachers will be able to see what the material lacks, they can also improve the materials to suit the classroom and to achieve learning objectives. However, I feel that the checklist can only do so much in how effective a material can be, the rest belongs to the effort a teacher puts in order to produce a good material. I would definitely try to use this checklist in the future in hopes of providing my future learners a better language learning material. J

*This reflection was written on the 5th of November. The date was changed because I thought it'd be better if it was posted after the respective task.

Tutorial Week 3 ● Reflection

This week’s tutorial task was much more difficult compared to the one before. We had to answer four questions given based on Communicative Language Teaching (CLT). At our first discussion on this tutorial task, we didn’t quite know how to answer the questions as we were all quite confused. We then divided tasks where we explained our findings to one another after we’ve completed it.

After tutorial class, we realised our answers weren’t even close to what Miss JC has answered and explained. We only manage to come out with few theories that are correct; even so, we did not really understand the meaning of the theories in CLT. It took us quite some time to re-read and understand what is CLT and how we should apply it.

I guess it never really occurred to me that CLT plays a big role in language teaching. Having known about CLT from last semester’s SLA course, I thought it was just a part of the sociocultural theory of SLA and there are only few things to follow. Well, now I see that there is more to CLT than I thought. Looking at the different components in the communicative competence, I am able to see how it helps learners to learn. It is encouraging to see how CLT allows learners to learn through negotiation of meaning between speaker and hearer or reader and writer. I’ve always thought CLT is only about speaking and listening; hence, it was interesting that CLT includes the communication between writer and speaker.

Reading the three articles provided, I began to really understand what CLT is all about. And reflecting back to the days when I was in high school, I am really glad that my teacher were one of the teachers that implements CLT in the classroom. I still remember my teacher would always conduct activities where we were required to give opinions and share our experiences.

Reading through the principles of CLT, it made me remember one of the lessons in my Form 5 English class.  I can’t remember which topic the lesson was on, but it was one of the lessons I’d never forget. Miss Wong talked about her experiences on how she was terrible at rearing animals. She elaborated on each animals she reared (a dog, a rabbit, a tortoise, and hamsters) in which the animals either ended up escaping or moving on to the next life. Not only were the stories humorous, Miss Wong included us while she was telling the story. She would asked us how one actually rears a rabbit, and asked our opinions on whether or not one should bathe hamsters, etc. Of course, she would want us to express ourselves in the target language – English. After asking, she would continue sharing her experiences. Explanation on certain words or phrases were also given to ensure that we all understand. It was the first (and I think the last) time I saw all my classmates so interested and eager to share their opinions and listen to Miss Wong.

Looking at the experience mentioned above, I could see that Miss Wong had applied CLT in her lesson. The language used in that situation was informal, but it was appropriate at that situation. There are also times where we were required to speak formally and use the proper linguistic items. Miss Wong always made it clear on when we needed to be formal or informal depending on the situation (strategic & discourse competence). Reflecting back, it is very encouraging to see that CLT was applied in my lessons. J

As a future language teacher, I would definitely try my best in applying CLT in my teaching. However, I feel that both accuracy and fluency have the same importance. Sticking to a little more ‘traditional’ way, I would want to try my best in also focusing on accuracy even though I know it isn’t easy. Also, I would try my best to make students feel at ease when I teach as I don’t want to make them feel pressured to speak in English; that would defeat the purpose of CLT. Having been a student before, and having friends who hates speaking in English, I know how it feels to be pressured to speak in class. Hence, I will try my best in finding ways to ensure my learners express themselves without being pressured where they can learn the language at the same time. J

*This reflection was written on the 5th of November. The date was changed because I thought it'd be better if it was posted after the respective task.

Tutorial Week 2 ● Reflection

In our Materials Development tutorial for week 2, our first task were that we had to find out which principles Jeremy Short applied when he produced his materials. At first, we felt that it wasn’t a difficult task as it was quite easy to spot and choose which principles he applied; however, we chose it based on the general points, overlooking the procedures/sub-points given from the main point.

After tutorial class on Monday, we had a discussion again to choose the principles based on the main point and also the procedures/sub-points, also considering Miss JC’s comment on our presentation. There were slight differences to our previous choices and we struggled a little as it wasn’t as easy as we thought when we needed to elaborate on each point. I feel that there will not be a principle that will be able to fit perfectly, and we really need to improvise and adapt to teach; this was one thing I learnt. Knowing and following the principles is “easy”, but to apply it in teaching isn’t as easy because there are so many factors we need to consider and cater to. I realised that the principles act as a guideline, but it’s up to us to adapt and to develop the best materials possible.

The second task for the tutorial was much harder compared to the first task. We were confused on whether we should elaborate on how each point affected materials development respectively or draw out a diagram linking the points with explanation. After much confusion, we decided on the latter. Coming out with a diagram was quite time consuming as we had different ideas and opinions, but I realised we all learnt from each other and we eventually came out with a diagram we were happy with.

Having to design a diagram on the aspects influencing materials development was eye-opening; there are so many things that influence materials development and it all links to one another. Before this, all I knew was that materials were develop based on the curriculum goal and objectives only. I didn’t know there were principles to follow or other factors that influences materials development. As a future language teacher, I realised developing language learning materials is crucial in helping students to learn and also in helping myself-as a teacher-to teach. Also, I realised it isn’t a “develop a material, and use the material for the rest of my teaching life” practice, but we are to constantly change, modify and improve the materials based on the factors in the diagram.

This tutorial has definitely allowed me to learn more on materials development, on how it plays a part in the process of teaching and learning among teachers and learners. As a pre-service teacher, I realised there are so many things I’ve not known before taking this course, and I have much more to learn and to take in before I start teaching in the future. I’m looking forward to learn more on this. J

Early New Year's resolution? :D

It's the 14th of December, Friday, the day that our blogs/e-portfolios would be assessed. Don't know if I'll be able to post this in time for the assessment but this is just a short reflection about this e-portfolio.

I had a blog when I was younger and it was fun updating it often. But as time passes, you realise you don't have that passion in you to maintain it any longer. Honestly, I found that I was in that situation again with this blog/e-portfolio. I dreaded maintaining it; having to update it constantly, to maintain it for the sake of  wanting to score.

Then, just that day, when Shyazzwan's group showed us a video on the importance of having an e-portfolio, it made me realise the importance of owning an e-portfolio. It allows us to organise, save and publish all that we've done, I'm sure this will undoubtedly be a good help for the future when we become teachers. I realised people from all around the world will be able to access this e-portfolio of mine. And with this, I really hope that whatever I've posted would be a great help to other teachers out there.

I can't believe it took me this long to realise the importance of having an e-portfolio, and I do somehow regret for not posting more extras besides the tasks Miss Yoon has asked to post. Even if it's the end of Semester 1, and even if assessment has been done, I am going to make sure I'll update this blog often. For the future! :) Here's an early New Year's resolution, eh? :)

Integrating Technology in ESL Writing

Our world has slowly been taken over by technology; through the use of technology, everything would seem to turn out better and more interesting. Same goes for teaching, teachers who integrate technology in their teaching will definitely make their lesson much more interesting and effective.

Integrating technology in ESL writing brings many benefits to both students and teachers. Technology, or the Internet to be exact, increases the access to the many resources of teaching. By using different online tools to teach writing, teachers are able to attract the attention of students as technology offers a wide range of ways to teach. Teachers are able to choose from the ample online teaching tools to teach their students. This not only attracts the attention of students; it also allows the teacher to increase their skills in technology. In addition, students are able to understand better when the teachers use suitable tools. For instance, when students are asked to write a narrative essay, videos or pictures can be shown to allow the students to have more understanding on what they have to write about. Visual aids also help to enhance one’s creativity.

An example of integrating technology in ESL writing is by using an electronic portfolio, also known as an e-portfolio. An e-portfolio is a collection of work where one uses the Internet to help him or her organise, archive and display his or her work. This is a great tool as students are able to have their own “space” to express themselves creatively. Teachers are also able to assess the students’ e-portfolio easily. Students will also be able to view their peers’ e-portfolio to exchange ideas and give opinions. Through this, students are able to encourage one another and this is able to increase one’s confidence in writing.

I have to say, having been shown the slides presented by my course mates, I was very fascinated and impressed with all the online tools one’s able to use to teach writing. My group presented on online and offline teaching writing tools; and as we were preparing our presentation, we found many of online tools that we can use to teach. It was then when I realised I did not know as much as I needed to about using technology to teach. There are so many other tools besides Blogger, Facebook and Tumblr, and this has motivated me to search for more useful tools to be used in the future. Integrating technology in ESL writing is definitely a good idea.

Inside the Haiti Earthquake

We were introduced to this online game called “Inside the Haiti Earthquake” by Miss Yoon and I must say, this is one interesting game. It was a heart wrenching game too. I have to admit, I never really followed the news when the Haiti earthquake occurred, all I knew was they experienced a major natural disaster and many people were affected. I didn’t really know how Haiti looked like after the disaster, how it felt like being one of the survivors, how everything was like, until I played this game.

They offered three characters to choose from, a journalist, a survivor and an aid worker. I played the game three times as I wanted to know how it felt like being each of them. The footages shown were so surreal and difficult for me to comprehend as I felt the pain of seeing so many people being affected by the disaster. It really allowed you to picture yourself in their position, to see what they see, to hear what they hear, and to feel what they feel. I liked that I was allowed to make my own choices in the game. Also, I liked how they also included footages of people singing and praising God despite what happened. This game is definitely something I would recommend people to play. By committing to the various strategies, we experience the consequences from our choices.

I would definitely use this game to conduct a writing lesson. There are two ways in which I would use, the first would be writing a narrative essay. Students will be asked to play the game and note down whatever they have experienced in the game. Then, I would ask the students to write a narrative essay out of the points they have noted. Students are required to write the essay in 200 words, with titles, "As A Survivor During the Haiti Earthquake", "As A Journalist During the Haiti Earthquake" and "As An Aid Worker During the Haiti Earthquake".

Another activity would be: Students will be asked to play the game and later, write down their thoughts on the game. Students are required to write a passage in not less than 100 words.

One thing I recommend while playing this game? A good Internet connection.

Game for Writing Topic Sentences

Topic Sentences:

1. By preserving our sea, a better quality of marine food supply can be provided.
2. The preservation of the sea helps to lower the risk of contracting diseases caused by polluted marine lives.
3. The government can promote clean beaches to attract foreign tourists.

Reflection:

During the game, having to find the specific word in pages filled with tiny words, one’s observation skill is greatly challenged. Adding some excitement to the game, we have got to find the word stated in a short amount of time. And if we are unable to do so, we’ll have a limited choice of words to choose from to form the topic sentences. You snooze, you lose? I find it challenging, but it was fun!

The most challenging part, in my opinion, was after the game. I have to admit, the part where we had to form three topic sentences with the limited amount of word choice wasn't as easy as I thought it would be. We had to come out with solid points, different ideas and ways to form the topic sentences. It was quite a challenge.

This game allows a teacher to teach his or her students in an alternative way rather than sticking to the same, boring writing lesson in class. Through this game, students not only get to have fun during their writing lesson, they also get to use and enhance their creative thinking skills. Most importantly, they are able to learn how to write topic sentences that will help them write better essays in the future. I really enjoyed it, and will definitely use this as a tool when I become a teacher! :)

A Letter to Myself

Dear future me,

How are you? I hope you're fine and well. It's been ten days since I've entered University Malaysia Sabah and honestly, it's tough. Being away from the comfort of home is difficult, the weather, the food, the people, it's as if you're in a completely different world. Orientation week was exhausting and frustrating. With talks to brief us-the first years-about the university, one talk after the other, everyone were forcing their eyelids open, trying their hardest not to give in to Mr.Sandman. Not to mention, students fighting for the bus, just to get back to their hostels, desperately wanting rest. And the phrase "survival of the fittest" pops up in your mind whenever you see everyone running towards the bus, people being squished like sardines in a can just to get back to their respective hostels. I'm thankful I survived.

Classes have finally started, which is one thing that got me going during orientation week. The thought of starting class has never, ever, felt so good to me, until now. The thing I dread is the part where you have to line up two hours before class for the bus to avoid the long queue and also being late to class. Oh, and I dread the heat.

Honestly, there are lots to complain about since my arrival here in UMS, but writing this letter made me realise it doesn't help much. Rather than sulking and being bitter about the things I've encountered or am encountering, I've decided to just accept it and embrace all the challenges set before me. To learn, to grow, to mature. There will always be the fear of making mistakes, but be not afraid, because we all learn through our mistakes, and that's how we grow. (Make sure that you don't make mistakes that you'll regret for the rest of your life. You're old enough to think before you act. ;) )

I hope this letter will always be a reminder for you-when you read it-to be brave and courageous in learning, to look at things in a different perspective. And I hope one day, when you look back through your archives, and you find this, you'll be able to see how much you've grown.

Sincerely,
Elucia