helianlingzi

1. GENERAL DESCRIPTION

-Name of Software
Imagine Learning English

-Description of what the program or resource is and what it is designed to do.
This program is a computer-delivered curriculum, which is designed for beginning to early-intermediate English learners ages 4 to 7. With the exciting engaging activities, it develops vocabulary, listening and speaking, phonemic awareness, emergent literacy, and school readiness. It intends to narrow the gap between higher achieving students and English learners. It makes the leaning became a funny progress for children by combining best educational content, technology, art and music.

-Language proficiency level(s) targeted
Beginning to early-intermediate English learners

-Age range targeted
4 to 7 years old children

-Description of activities
In the vocabulary development section, word-picture matching, personal wordbook making, personal scenes creating, song-described words playing, personal connection to the words making provide opportunities to see, hear, speak, manipulate vocabulary words by the technology such as matching, painting and organize pictures. The program can also assess students’ progress, highlight and reteach the words they are struggling.
In the listening and speaking section, students can record and compare their speech to that of models by practicing phrases along with the videos; students can learn conversational phrases by watching clips and matching it with the correct context; students can listen and sing songs along with the video; students can check their understanding after watching a story.
In the emergent awareness section, students can make a word by putting sounds together; can click letters after listening the songs and letter names; can build letter automaticity through a adaptive click game; can be tested their ability to identify letters of alphabet through engaging assessment such as click alphabet under the orders.

2. EVALUATION

-Technological Features
Speed of program operation: This program should be loaded in computers, and the speed is suitable for children.
Reliability of operation: According to the showing in the video, this software operates smoothly. But because this is only some samples, whether amount of videos will bring crashes and stalls is doubted.
Screen management: The screen is esthetic, navigational, colorful, and simply to identify operation button.
Exploitation of computer potential: The software makes full use of sound, graphics, video, speech recognition, game playing, intelligent response handling, student record keeping, and adaptability based on user ability. Besides this, it can record students’ progress, which helps teachers and learners manage speed of learning.

-Activities
This program is mainly composed of instructional and collaborative activities. Along with the models and the songs, students learn letters, words, and provocation. Students can also improve ability of reading, writing, listening, speaking, and build phonemic awareness through games, simulations, and tests. Facilitative activity can also be seen is this program. For example, personal wordbook making can help students highlight the words they are struggling with in the whole word lists; they can also find words in a word category. Almost every activity includes at least two language skills and one kind of technology. It provides overwhelming opportunities to practice listening and speaking and improve lexis, spelling, and pronunciation.

-Teacher Fit
According to the program designer declaration, “the Imagine Learning English curriculum is founded on scientifically based research and state standards”. In my opinion, it embodies some theories of learning, second language acquisition, and classroom methodology. For example, the usage of lovely animations, graphic, songs attract meet the interests of children; adaptive games consider the learners difference; bilingual instruction helps students adapt to new language; and through manager, teachers can access progress reports and student information. The grammar, authenticity and typos are suitable for children. If I am a teacher, I would like use this software because it combines the elements (content, context, teachers, and students) of curriculum well, and it helps improve student’s phonemic awareness and school readiness. For example, students can learn when and how to use certain phoneme; they learn using computers, colors, and learning following directions. However, in using this program, teacher should help students choose activities because some activities are too simple for relative older children and others are difficult for relative younger children.

-Learner Fit
The program is designed particularly according to the characteristics of children ages 4 to 7. Individualized instruction can be realized in the one-on-one activities. According to some commentaries from some teachers, rapid English acquisition, greater confidence, and improved speech were seen among the students after conducting this program. Over one thousand of words are taught through repetition and graphic support. The interactive game can adapt to the learners differences such as native language, abilities, learning styles and interests. By recognition, recall, comprehension, construction learned words, students are highly engaged in a independent learning and visual-graphic or visual-textual learning. Although it is indicated that parents can also be involved in the activities, I did not see the sample in the demo.

3. SUMMARY
Overall, I prefer to add this program into my classroom because it provides safe learning environment, understandable and adaptive activities, and strategic use of first language. The most important things is that it combines the teaching and learning content with the exciting elements such as music, art, and technology.

4. PRODUCER DETAILS
- Link to information about the program
http://www.imaginelearning.com/
-The website reviewed
http://www.articlewarehouse.com/?p=485813
http://www.articlepros.com/business/advertising/article-421250.html

Gender Difference in CALL Programs for English as a Second Language Acquisition
Cheng-Chieh Lai
PhD Program Student in Educational Leadership
Prairie View A&M University
E-mail: lai.moore@gmail.com
Ming-Mu Kuo
Assistant Professor
Department of Foreign Language Instruction
Wenzao Ursuline College of Languages
E-mail: Ming.kuo@gmail.com
Abstract: The purpose of the study was to examine the effects of gender differences on the application of CALL programs for second language acquisition. Gender difference is an important theme in linguistic education because it influences the design of curriculum, teaching method, instructional strategy, and students’ learning processes. This study applied a mixed-methods design, using both quantitative and qualitative methods, both descriptive and comparative in design. The participants were 200 students (male=34, Female=166) taking EFL courses and CALL programs in Wenzao Ursuline College of Languages in Taiwan. Findings from the study indicated that although 94% students (N=188) acknowledge that learning English with CALL programs can increase the efficacy of English learning, more 57.2% female students (N=95) than 11.7% male students (N=4) felt that learning English with computer is difficult because it requires the basic computer knowledge.

Introduction
A gender difference is a disparity between male and female humans. According to gender role theory, prevalent gender stereotypes are culturally shared expectations for gender appropriate behaviors. Females and males learn the appropriate behaviors and attitudes from the family and overall culture they grow up with, and so non-physical gender differences are a product of socialization (Eagly, 1989; Eagly& Karau, 2002). From the biological viewpoint, females and males also differ fundamentally in the cognitive ability and learning style. These differences derive both from basic physiological differences, such as differences in the development of brain, and from differences in higher-level cortical functions (Keefe, 1982).
No matter what gender differences are primarily culturally or biologically determined, educational research in the last several decades has proven that the gender differences manifestly influenced students’ academic interests, needs, and achievements (Halpern, 1986; Collins, Kenway & McLeod, 2000; Swiatek & Lupkowski-Shoplik, 2000). However, different educational domains have different claims to the gender issue. The theorists of Second Language Acquisition (SLA) believe that female learners show possible superiority in their second of technology education deem that males have more positive attitudes than females in using computer technology to assist their academic learning (Misu Na, 2001, Li, 2002). Obviously, the educators of these two fields have opposite views in the impact on the efficiency of the learning in gender role.
In today’s informational society, the learning approach is usually combined. The computer has now become the indispensable equipment and the influential component of second language learning pedagogy. Educators also recognize that utilizing Computers Assisted Language Learning (CALL) programs can be convenient to create both independent and collaborative learning environments and provide students with language experiences as they move through the various stages of second language acquisition (Kung, 2002; & Rost, 2002; Taylor & Gitsaki, 2003).
Lee (2000) further stated that the reasons why we should apply computer technology in second language instruction, include computer and its attached language learning programs can (a) prove practices for students through the experiential learning, (b) offer students more the learning motivation, (c) enhance student achievement, (d) increase authentic materials for study, (e) encourage greater interaction between teachers and students and students and peers, (f) emphasize the individual needs, (g) regard independence from a single source of information, and (h) enlarge global understanding.
Taylor (1980) also expressed that computer assisted language learning programs can be wonderful stimuli for second language learning. Currently, computer technology can provide a lot of fun games and communicative activities, reduce the learning stresses and anxieties, and provide repeated lessons as often as necessary. Those abilities will promote second language learners’ learning motivation. Through various communicative and interactive activities, computer technology can help second language learners strengthen their linguistic skills, affect their learning attitude, and build their self-instruction strategies and self-confidence. According to Robertson et al. observation (1987), the participants who joined computer assisted language learning programs also had significantly higher self-esteem ratings than regular students. Therefore, whether ESL students leaning English with CALL programs will gain or counteract the learning efficiency due to their gender difference has become a significant issue of ESL instructions.

Purpose of the Study
The definition of gender role is a set of behavioral norms associated with males and females, respectively, in a given social group or system, and the root of the gender differences is often influenced by society (Reiter, 1975). According to Macleod et al. (2002), although the margin of gender differences is getting smaller with the changes of society and times, gender differences still play a great role in certain academic subjects to influence students’ learning interests and outcomes, such as language, computer technology, science, and math. It means that the traditional sexual view not only influences students’ learning perceptiveness, but also affects students’ learning willing, attitudes, and motivation. This study attempted to gain a comprehensive understanding of what effects gender differences on the currently technological second language pedagogy and clarify the functions of CALL programs to assist Taiwan EFL students’ learning in the future.

Research Questions
Quantitative:
1. What are the effects of gender differences on the application of CALL programs for Taiwan EFL students?
Qualitative:
2. What are the learning barriers on the application of CALL programs for Taiwan EFL male and female students?

Research Design
Mixed-methods methodology was utilized for the study. This type of design includes both quantitative and qualitative approaches, because each individual research approach has its weakness and strengthens. Taken together, they represent the full range of educational research methods (Gay & Airasian, 2000).
The quantitative component of the study was designed to identify the effects of gender differences on CALL programs for second language acquisition. Three class activities were designed by the researchers and demanded students to accomplish, including searching English learning materials from the Internet, using Microsoft Photostory3 software to produce an English video, and presenting a teaching lesson plan through Microsoft PowerPoint Producer. After these activities, a questionnaire entitled EFL & CALL Questionnaire was used to collect data. The data were analyzed based on the responses of participants to the questionnaire. Frequencies and percentages was used in the analysis of data to evaluate whether there were differences in the learning attitude, efficiency, and anxiety between female and male students toward the use of CALL programs for their English as second language learning. The qualitative component of the study involved ten EFL students’ interviews in order to identify the problems and barriers for students learning English with CALL programs based on their genders.

Subjects of the Study
In the quantitative portion, the sample population of the study was 200 students (Male=34, Female=166) taking EFL courses and CALL programs in Wenzao Ursuline College of Languages in Taiwan during the fall semester of 2006. Participating students were asked to complete an EFL & CALL Questionnaire designed for this research. The participants of the qualitative study consisted of five male students and five female students from Wenzao Ursuline College of Languages. Interviews were conducted to explore their learning barriers on the application of CALL programs based on students’ genders.

Instrumentation
The purpose of the quantitative instrument was to collect data concerning the differences in learning attitude, efficiency, and anxiety between female and male students toward the use of CALL programs for their English as second language learning. An EFL & CALL Questionnaire was created for the study as the instrument after reviewed the related literatures. It contained four sections. Section one elicits demographic information that was be used to classify the students. Section two to four included 13 questions that examined students’ learning attitude, efficiency, and anxiety when they learn English with CALL programs. Each question was answered on a Likert-type 5-point scale form. For the qualitative instrument, ten interview questions was structured but open-ended, which provided data concerning what learning barriers on the application of CALL programs for Taiwan EFL male and female students.

Results
Of the 250 surveys sent out, 200 were returned. The return rate was 80%. The findings of the study are divided into four areas: learning attitude, learning efficacy, learning anxiety, and learning barrier. The following is a summary of the findings.

Learning Attitude
Data collected from the questionnaire indicated that male and female students have different learning attitudes toward the use of CALL programs for their English learning. A majority of male (91.1%) students (N=31) felt that computer and its assisted learning programs are funny and useful, and they were willing to spend more than six hours pre week on the Internet or apply the CALL programs for their English learning. However, less than half female (42.7%) students (N=71) spent more than six hours pre week using CALL programs to enhance their English learning, and more than half female (57.2%) students (N=95) felt that learning English with computer and CALL programs is difficult.
Learning Efficacy
Data collected from the questionnaire indicated that male and female students have different opinions about the learning efficacy when they learn English with CALL programs. A majority of male (88.2%) students (N=30) acknowledged that learning English with CALL programs can increase the efficacy of English learning. However, only half female (53.6%) students (N=89) believed that the efficacy of learning English with CALL programs is not better than the traditional EFL instruction.
Most male and female students enjoyed learning language with computer, and only 11.7% male students (N=4) and 23.4% female students (N=39) who felt that learning English with computer is boring. More than 82.3% of male students (N=28) and 55.4% female students (N=92) believe that learning English with CALL programs can enhance their English reading, writing, and listening skills. However, only 41.1% male students (N=14) and 37.3% female students (N=62) felt that learning English with CALL programs can strengthen their English speaking skill. It means that the current CALL programs may be useful for the reading, writing, and listening skills training for EFL students but still have space to improve in the speaking training area.
Learning Anxiety
Data collected from the questionnaire indicated that male and female students have different perspectives of the learning anxiety when they learn English with CALL programs. Thirty two female students (19.2%) stated that learning English makes them more nervous than leaning English with an English teacher. Compared with male students, there are only five male students (14.7%) are uncomfortable when using CALL programs to assist their English learning.
Learning Barrier
According to the results of the qualitative interviews, participating female EFL students expressed that their main learning barrier for learning English with CALL programs is that they lack related computer technology knowledge training or they are not familiar with the procedures of computer learning software. On the contrary, male students showed more confidence of technology. The reason caused this difference may be due to male students are usually encouraged in technology learning and have more opportunities for technology practice. In addition, three male students in the interview indicated that the primary barrier for them using CALL programs to enhance their English learning is that the appropriate software of CALL programs is too expensive and often not available in school’s computer labs. Therefore, the main problem for male students learning English with CALL programs is whether the software is available rather than their computer skills.

Conclusion
The findings of the study indicated that the gap of gender difference exists in Taiwan EFL students when they try to use computer technology and its assisted language learning programs to enhance their English language learning. Although both male and female students confirmed that CALL programs is helpful for strengthening their English skills, male students have more positive learning attitude and less learning anxiety toward the use of CALL programs for their English learning than female students. To overcome this gap, the researchers believe that the EFL teachers should create more training opportunities to increase female students’ technology knowledge and computer skills. In addition, schools should purchase more CALL program software in order to increase students’ English learning practices and reduce the learning barriers.

Reference
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The main structure of the China Pavilion, "The Crown of the East," has a distinctive roof, made of traditional dougong or brackets, which date back more than 2,000 years. The dougong style features wooden brackets fixed layer upon layer between the top of a column and a crossbeam. This unique structural component of interlocking wooden brackets is one of the most important elements in traditional Chinese architecture. Dougong was widely used in the Spring and Autumn Period (770 BC-467 BC).
The contour design of the pavilion is based on the concept of "Oriental Crown, Splendid China, Ample Barn, and Rich People," to express the spirit and disposition of Chinese culture. The pavilion will have a core exhibition area on the top floor, an experience area on the second and a functional area on the first. China's achievements in urban development from ancient to modern times will be the core theme of the pavilion.

Ockey argues that Computer based testing has failed to realize its anticipated potential. Describe and discuss on his reasons for his view, and tell why you either agree or disagree with him.
In spite of the challenges in developing effective CBT systems, CBT undoubtedly bring convenience for assessors and learners. I think it is a remarkable development in the area of second language teaching and learning. We can not say that CBT failed realize its anticipated potential although the existing challenges in using it. In addition, some challenges do not only exit in CBT, but also can be seen in paper-tests. For example, paper-test also have these problems such as psychometric assumptions, local independence, controversy over appropriate scoring algorithm, agreement on test administration, practical use of test bank, and test security. Furthermore, the tests in other disciplines also face these problems.

Cummins & Davesne offer an alternative to CBT with electronic portfolios. Comment on some of the ideas from this article that you'd be interested in trying out in your own classroom.
The first part of EPs, language passport, can help teacher know about the experience of the students learning. If someone would like share his experience with others, the audience can learn successful models.
I think self-assessment is very important for learners. Therefore, the second part, language biography, gives students opportunities to evaluate their levels with detailed guidelines. This part also help teacher know about in which aspects the students need helps.
I like share the samples that students provided. The audio files, video files, personal Web sites, photos, and movies they use to record their learning competence, are more interesting and lively than the test scores. And these materials always reflect the integrated abilities of listening, speaking, and their intercultural competence.

http://docs.google.com/fileview?id=0B6enTfmxOO8qMmZjN2VjYTctZDQwMS00ZTE1LWI1MWYtMDNmOGVjZjU3ZmFh&hl=en

Share an idea of two about how you could use the ideas from Richardson with ESL students.
I would like write micro-blog about the class I teach the present day. I want to share what I think about the class with my students, such as what is the key point, who should be praised, or give them relative resources of news, pictures, websites, and so on. The students just need spend several minutes in sharing my opinion. It’s more like a brief chat. And I also encourage them can write their concerns or questions via their twitters, then I can answer as soon as possible.
What is the “digital divide?” And why do Warschauer et al argue that this term may longer be applicable. What are the issues they found regarding differences in technology use with ELLs and other low socioeconomic students. What are some ways you could address this in your own schools or programs?
Digital divide is the gap between people base on gender, social status, race group, and locations in using information and communication technology in different levels, including availability of, access to, and use of this technology.
Inequality in education has been a critical social issue facing the United States for more than 100 years. Research on technology and equity revealed that unequal accessing to and using of new technologies at school or at home create a new gap among people from diverse groups and amplify existing forms of inequality. Because the technological and social realms are highly intertwined and continuously cocreate each other, it is very difficulty to overcome digital divide.
In this study, issues of workability, complexity, and performativity were compared between eight low-SES schools and high-SES schools. The results are as following: (1) Common pattern of performativity in technology are used at almost all the schools, but in low-SES schools, basic computer tasks are greater taught in class, and low-SES students least afford to be distracted from real and efficacious learning opportunities. (2) The three high-SES schools tended to invest more in professional development, hiring full-time technical support staff and developing lines of communication among teachers, office staff, media specialists, technical staff, and administration that promoted robust digital networks. The low-SES schools had achieved less success in creating the kinds of support networks that make technology workable. (3) Low-SES schools tend in the main to devote substantially more classroom time to explicit test-taking preparation than do high-SES schools. Low-SES students had lower home computer and internet access, which make the teachers in these schools avoid assigning homework using computer and internet, and spent more nonacademic computer time in class. Low-SES schools had roughly tree times the percentage of ELLs, which make the class activities, such as research and writing, were hardly carried out because the ELLs’ difficulties with spelling, vocabulary, or grammar.
To overcome digital divide, educational policy makers need create mechanism that ensure that low and high-SES schools have higher numbers of well-trained and experienced teacher, staff, and administrators. Teachers need to turn their attention away from mastery of software programs to using technology for scholarship, research, and inquiry. Schools should encourage students make use of publicly available computers. In general, sufficient financial and human resources are needed in low-SES schools. In my opinion, computer assisted language learning is a good approach to integrate computer, internet and English learning because CALL consists many ways of academic use of computers and internet. For example, each quick share in our class display a way of teaching English via computers and internet. They all require student use technology deeply and broadly.

After reading Richardson, what ideas do you have for using images and programs such as Flickr in the language learning classroom?


Richardson proposes that Flickr can be used for annotation feature, online discussions about the images, connection of the world. Richardson also introduces ideas from other teachers, such as photo field trips, random writes, and Make it Mine.
I think it is more interesting to teach words with photos than only with description. Photos are more abstract and vivid, and help students remember better. For example, when we study some words about angry, like indignation, outrage, rage, umbrage, and wrath, it will more clear to understand the word for the children if explanation is accompanied with pictures. Another example is that photos attract attention to remember some places and personal names, for instance, picture for the great wall, pyramid, Statue of Liberty, Einstein and Napoleon, and so on.
Kern gives a broad overview of issues in CALL, with specific examples from three areas and implications for teaching and research. Select and share your own thoughts and opinions on one or more issues that Kern raises.
In the CALL process, teachers are easily to misunderstanding the role of a teacher and a computer. No matter how useful the computer is, the teacher must take the critical role of guider and facilitator.
Some software or courseware stimulate learner’s interest with cartons, pictures, or other interesting objects. However, sometimes these elements hold more attention of learners than the content itself. In addition, “CALL” lacks emotional exchange. It always gives static response, while teachers can give comprehensive evaluation, appreciated advice and emotional feedback according to particular status of individuals.

What is Corpus Linguistics?
Corpus linguistics is an approach to the empirical study of language that relies on computer-assisted techniques to analyze large, principled databases of naturally occurring language (corpora). the study of language relying on computer-assisted techniques to analyze large, principled databases of naturally occurring language.

And why are some language teachers so excited about it?
Susan Conrad states that in the 21st century, three changes prompted by corpus-based studies of grammar have the potential to revolutionize the teaching of grammar: 1. Monolithic descriptions of English grammar will be replaced by register-specific descriptions. 2. The teaching of grammar will become more integrated with the teaching of vocabulary. 3. Emphasis will shift from structural accuracy to the appropriate conditions of use for alternative grammatical constructions.
From these changes, teachers can get a great deal of information about the use of linguistic features, and teaching materials could be designed according to this frequency of use. Learner corpora helps teacher analyze how learners amply language. Some programs, such as concordancing, present every instance of a certain word or phrase, which integrates the teaching of grammar and vocabulary.

What applications can you envision for your current or future classroom?
I would like teach words using Corpus linguistics. Language is a tool to communicate and record, it will verify with the change of circumstance and times. Multiple instances of using make the language rich and words vivid. To help students understand and use the language freely.

The following paragraph is cited from a webpage:
Chinglish (also Chingrish) is a portmanteau of the words Chinese and English and refers to spoken or written English which is influenced by Chinese[1]. There are an estimated 300 to 500 million users and/or learners of English in the People's Republic of China[2].

The term "Chinglish" is mostly used in popular contexts and may have pejorative or derogatory connotations[3]. The terms "Chinese English" and "China English" are also used, mostly in the academic community, to refer to developing Chinese varieties of English[4] .

Chinglish, at the most fundamental level, is bad English printed or spoken by Chinese people. There is no connection between Pidgin English and Chinglish: 19th century Chinese Pidgin English was a language that could be learned, and enabled Chinese and Westerners to communicate.

Therefore, I would like use Corpus linguistics to help students recognize what they are likely to speak or write English by mistake. Actually, I think I can benefit a lot from these techniques because I believe I must have spoke Chinglish, and now and in the future, I am and I will. Corpus can help avoid more mistakes.

What are some of the technologies used for CMC? What are some of the promising features of CMC for language learning. Comment on any of your uses of these technologies, in particular if you have used any of them for language learning or practice purposes.

CMC is broadly used in language teaching and learning. People usually categorize CMC as either synchronous or asynchronous. Synchronous CMC include chatting, classroom discussions, and Moos. Asynchronous CMC includes mailing lists/bulletin board systems, bulletin boards, and email/short-messaging system. Conferencing can take one of two different forms. “It can include synchronous chat or it can include audio and visual messages transferred by the computer.”

Face-to-face conversation exercise is good for me, but sometimes it is somewhat difficult because some factors such as my listening, lack of vocabulary, can’t organize sentence in short time, or confusion by some use of words, make me nervous when I talk with others in English. Therefore, sometimes I’d like to chat on line using. If I feel difficult in understanding some sentences, I ask them type it because I have more time to think what I should answer and make sure what others talk. This type of CMC helps me improve my English in grammar and spoken English.
Example 1, once a time, my friend typed “Well I wont be there at 815 exactly because I have to walk from my class it ends then”. If we talk face-to-face, I must could not hear “then”. In this situation, I can understand better and learn the use of “then”.
Example 2, another time, she said “nope no problem”. I haven’t heard this sentence before, but because we are chatting on line, I have time look for it in dictionary.
Example 3, once I said “Would you like have dinner with me”? She said “You mean lunch right”?
So I understand when I should use “dinner”.
In a word, no matter talking or typing, chatting on line is really helpful for me to practice English.
Finally, comment on the findings of Dr. Sauro's research, and what the implications may be for future practice.
Dr. Sauro’s research indicates both types of corrective feedback support gains but no significant advantage for either feedback type on immediate or sustained gains in target form knowledge. However, the metalinguistic group shows significant immediate gains relative to the control condition. Therefore, appropriate feedback is really helpful in teaching and learning. However, the teacher should think which type and what time to give feedback is suitable.
Actually, what I am interested in is that which kind of metalinguistic feedback is more helpful. The fist kind of metalinguistic feedback which is list in the article doesn’t indicate clearly which error occurs for learners. Learners need more time to find it, which may make them remember it for a long time and improve their ability to edit writing by themselves.
And I am thinking if there is difference for any type of feedback when teachers correct different errors. For some simple or complex errors, explicit or implicit errors, there may have different effects under those types of feedback.

What did Grgurović & Hegelheimer find with regards to using subtitles and transcripts to help ESL students develop listening skills in English? What are some of the implications for instruction?
The results of this study showed that the participants used the subtitles more frequently and for longer periods of time than the transcript. The subtitles were also the preferred help option before and after the activity, and it appears that the participants picked the help option they were predisposed to in daily life. The higher proficiency group also used subtitles more frequently and for longer amounts of time than the lower proficiency group although both groups exhibited very similar behavior on the transcript. Overall, the results show that the participants spent less time interacting with help options than was anticipated when the study was set up. In the course of the activity, the participants exhibited great variation in the time spent on help, and a large variation was also noted in frequency of help page openings and instances of useful interaction with help.
This research also identified four patterns of participants’ interaction with help options (subtitles, transcript, non-interaction, and mixed interaction pattern) and described behavior of participants following those patterns. The analysis showed major differences between subtitles and transcript groups on one side and the non-interaction group on the other in terms of performance help page openings, and instances of useful interaction with help. While the subtitles and the transcript groups performed similarly on comprehension questions during and after the activity as well as on time and frequency of help use, the non-interaction group varied the most in behavior and performance from all other groups, probably due to task difficulty and lack of motivation.
The fact that students preferred subtitles and used subtitles more than the transcript calls for making subtitles the help option in multimedia listening materials of this kind. However, offering transcripts in addition to subtitles is likely the best solution because it provides learners with a choice. Also, the authors argue for giving users more control over the choice of help by introducing the option to skip help altogether to accommodate different learning styles and preferences.
CALL designers could implement software demos and tutorials that would promote the use of help. Teachers could prompt the use of help for both in-class (use of lecture transcripts, subtitled digital video) and out-of-class listening (captioned TV program, subtitled movies on DVD). They could also create CALL tasks that would require the use of help, as well as observe students using help to encourage an effective use of learning strategies. Finally, learners could be trained by teachers to use help options to their advantage (Hubbard, 2004).
From your reading of Levy, comment on one or more of the issues related to the practice dimension of CALL what you would want to take into consideration for your own classroom.
As Levy notes, “designing and using CALL materials effectively depends on setting clear learning goals, deciding which language skills and areas are to be targeted through CALL-based activities, and determining what types of activities are appropriate in achieving these goals”. If my students are the future English teachers, all of the skills are important. If they are students who will study abroad to English countries, listening, reading and writing are more occupy central places because of the need of learning. If my students take classes just for preparing short-time visiting to other countries, I’d like focus the training on speaking. If my students will use English as the second language in learning or working in the future, all the skills are equally essential because none of them is dispensable and the mastery of them are interdependent and mutually promotive.

Do you have an iPod or another type of .mp3 player? If so, have you used it or anything other than listening to your own music, such as downloading and listening to podcasts? Note some of the points McQuillan made about how podcasting can support second language learning. Which of the ideas from the readings would you be interested in trying out in your own classroom?

I have one mp3. I use it to listening English dialogue, music, film sound recording. The first semester at UTSA, I was afraid that I may miss important comments by the teachers or classmates, so I used the mp3 to record others’ lectures under permission. After the class, listening the records helped me to review the content and improve my listening at the same time. I also use mp3 record my speech to check my pronunciation and tone of reading.

I like to give assignment to my students to create their own audio or video materials. Because the download materials may make students listen passively, it is more motivating and interesting to produce own files. To make better records, students may compare own speaking with native speaker’s pronunciation. I think the skills of listening and speaking are mutually influence and promote. It is necessary to give students more chances to speak bravely.
And I really recommend students listen to the Voice of America’s Special English Podcasts. This podcast involves multiple topics in which students can choose what they are interested in. And because the VOA is news broadcast, its concise and logical language is a good model for students.

Comment one or two issues raised by Levy and Stockwell CALL educators must think about when it comes to the design of CALL products.
“CALL” means Computer-Assisted Language Learning. When we choose CALL, we should consider how it assists teacher to teach and what is its advantage and disadvantage. Therefore, methodological frameworks and design integration is very important for CALL designer. Call materials must embody its superiority compare with teaching by teachers. The common ground of CALL and teaching by teachers is that the tasks, course and syllabus design, language-learning areas and skills learners’ orientation must be considered ahead of time. However, CALL designers should think about the integration of the pedagogy and the technology. Good CALL materials must make learning more interesting and effective, and the learners haven’t so many difficulties to grasp the CALL materials. It is also expected that CALL can give timely, detailed, and correct feedback.
Then, comment on what types of RSS feeds you might be interested in using with students or following yourself.
I am really interested with the feeds for news searches. I don’t need search the news I need by myself. When I open RSS reader, it can provide me the information I wonder. For example, I want to know the newest reform in America. It can tell me which event happens in a school or a district, which articles discusses it, or who propose new idea about it. In conclusion, RSS reader save my time and give me a large number of information.

What challenges did Soares face when using blogs with her ESL students, and what lessons did she learn? How does she feel about using blogs with students in the future?
The challenge was that the students didn’t actively take part in the blog posting and discussing. One reason is about technology problems. Some reported have problems with passwords or not receiving her invitation email; some have problems when becoming members and posting messages. The other reason is that some of them lack of time to visit the blog at home. They looked forward to receiving messages and commenting orally on what had been posted, but would not write replies at home or join in the blog as members. The ones to leave comments were mostly teachers, not language students.
Through exploring and practicing, Soares learned that it is necessary to tutor student on basic operations. The students need hand-on experience in their computer laboratory. In addition, the teacher need the knowledge and experience to choose the right platform for needs of both the teacher and the students because the students’ level of expertise, interest in technology and understanding of what an educational blog is may vary greatly. Therefore, the teacher should be ready to account for that diversity and accept the fact that blogging is a new reality in practically all classrooms worldwide. Besides these, Soares realized that there was no strict relationship between the amount of posting done and the value her students gave to the blog.
Soares thinks it is useful and helpful for teachers and students if the teacher understands the situation of students and uses the target language in meaningful learning activities
Levy describes several types of technologies Choose one of them and describe how you might want to use it (or have used it), and discuss some of considerations that need to be taken when using this technology with ESL students.
I would like to use mobile learning because it is continent to take and easy to learn. I may send message about information or assignment and receive comments via mobile phone. In class, we can use mobile phone to look for articles and view video files. When we go outside, they can use mobile take photos, record dialogue with others, and send question to me. One consideration is small screen and inconvenient keypads, which is mentioned in the book. Meanwhile, the most important thing is that I must think whether every student has mobile phone, and the mobile phones that they have have the functions I may use in class.

Egbert lists eight items which support optimal classroom language learning. As far as blogs and blogging are concerned, they can be tools as follows:
First, blogs provide a platform for language learners to exchange opinions with others, including authentic audience. Using the foreign language to communicate is a good kind of way to practice. And talking with native language speakers can help learners use authentic language.
Second, learners have enough time to read blogs and give feedback. They can choose the topics they are interested in to discuss. These advantages can encourage learners to participant.
Third, reading other learners’ or authorities’ blogs can obtain more useful information and experience because the bloggers has carefully selected the content or links.
Forth, if the students have own blogs, the teacher can know about their progress of improvement and give feedback. Students also can review the class content, read optional materials, understand teacher’s opinion through teacher’s course blog.

I tried to design and make my blog more organized and attractive, but I found that I must learn more HTML to do this. Otherwise, I can only do some simple works like copy and paste. And I need learn from others how to create own characteristics. I’d like add some other links about learning and teaching abroad and introduce my hometown and my travel experience.

This is my second time to write blog.

This is my first day to write my own blog.