teachers who opted to work as a group of three began with a clearer idea of their project design, partly because they could discuss their ideas amongst themselves
I think working with a group on a project of this scale also adds accountability.
18 Matching Annotations
- Nov 2019
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es.scribd.com es.scribd.com
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It does seem therefore that there needs to be more research on how university teachers can best be supported to write up research for academic review
This article seems to have a really good support system in place in their own research project. This foundation can serve as a model for future projects.
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Both views point to the value of providing teachers with sufficient time to carry out their research, as has been underlined by other researchers
This is a key point. Most in-service teachers struggle to balance it all as it is. Adding action research to the load without support could be counterproductive.
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Action research, with its iterative cycles of planning, acting, observing, and reflecting
I think many teachers do something similar but in a more reflective way. Action research is, then, implementing with intention.
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www.scribd.com www.scribd.com
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writing teachers need to be fully aware of the limitations of AWE technology
So far, the limitation I've come across is only finding this for English language, not French or Spanish.
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authoring software that allows applied linguists to participate without requiring them to become computer programmers.
I think technology has evolved to allow for a lot more creation by non-programmers. I think of the example we used in this course - H5P that was relatively easy to use.
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to bridge game-based learning and game-based assessment, particularly in assessing complex problem-solving processes and outcomes in a digital game-based learning environment
I would be very curious to see an example of game-based assessment. It makes sense that assessment should match the learning experience, but I can't quite envision this assessment.
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large language classes, particularly those providing human-to-human mediation for dynamic assessment
This is exactly the struggle I have in assessing speaking. I tried to mitigate this with passive technology, although I learned the most important lesson of all when it comes to tech use for assessment - have a backup plan.
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This combination of scores and diagnostic feedback from the system along with human guidance and feedback
This is how my daughter's English (L1) teacher uses their automated writing tool, so it makes sense that this would work best this way for L2 learning.
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omputer familiarity that seemed central to (function() { var pageParams = {"origHeight": 1167, "origWidth": 902, "fonts": [1, 4, 0], "pageNum": 4}; pageParams.containerElem = document.getElementById("outer_page_4"); pageParams.contentUrl = "https://html1-f.scribdassets.com/6inbldzdog7e2yq9/pages/4-9824964824.jsonp"; pageParams.blur = false var page = docManager.addPage(pageParams); })(); Carol Chapelle and Erik Voss 20 Years of Technology and Language Assessment Language Learning & Technology 120 comparability questions in the past was, in 2001, no longer so important.
If people were accustomed to computer-based reading in 2001, I'm sure they are even more so today. However, there is some research outside of the language teaching field suggesting that people don't read as deeply on screens as they do on paper (such as the upcoming article here: Vered Halamish, Elisya Elbaz, Children's reading comprehension and metacomprehension on screen versus on paper, Computers & Education, Volume 145, 2020, 103737, ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2019.103737).
I wonder, then, if there is more current research about assessing TL reading on computer-presented texts.
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automating the time-consuming work of evaluating students’ writing in English
My kids' school uses Revision Assistant, which doesn't grade their writing automatically, but it does offer instant feedback on things like sentence structure and organization. It's come a long way in recent years.
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multimedia presentation can depict authentic situations of language use
This is an important - authentic language use in assessment of any kind is difficult to achieve.
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- Sep 2019
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www.1jour1actu.com www.1jour1actu.com
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Basket-ball
French 1 Students: Read this article and highlight any cognates or words you recognize.
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pdfs.semanticscholar.org pdfs.semanticscholar.org
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providing knowledge and allowing learners to discuss and find solutions.
This type of interaction is exxactly what my administrators want to see, but I'm a little unclear from this how video-based learning was involved. Maybe because I'm currently teaching low proficiency - if they were of higher proficiency, this might be more useful.
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In the flipped classroom model, learners watch video lectures as homework.
Since I have to cover a certain amount of textbook vocab and grammar, I do things like this, so my class time can be used for interaction and collaboration among students.
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Teachers can record their own teaching, watch what they did in the classroom, think about it,and reflect on the performance using both individual and collaborative reflection [
I've also seen many videos of teachers sharing their classroom instruction in a PLN to help other teachers, so it becomes both reflective and instructional.
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that videos can improve the attention
Because modern students are so accustomed to the video interface in their daily lives, this is even more true than when this article was written (2014). The ubiquitous nature of video (especially video with text overlay) also makes it easy to find something relevant and engaging for most classroom contexts.
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Because modern students are so accustomed to the video interface in their daily lives, this is even more true than when this article was written (2014). The ubiquitous nature of video (especially video with text overlay) also makes it easy to find something relevant and engaging for most classroom contexts.
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