Exploring the efl curriculum through the use of virtual forum
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The document discusses a study exploring the use of virtual forums in an EFL curriculum. In the study, students from Colombia, Chile, and Canada participated in blogs and discussion forums. In the first phase, students wrote about their lives and cultures in informal language. They built communities to learn from each other. In the second phase, university students participated autonomously and had weekly debates. The study concluded that this approach differed from traditional language learning by allowing students to participate actively in constructing the curriculum. It also confirmed the value of project-based learning and creating language learning communities through blogs and forums.
Exploring the efl curriculum through the use of virtual forum
- 1. EXPLORING THE EFL CURRICULUM THROUGH THE USE OF VIRTUAL FORUM Clavijo, Hine and Quintero (2007) The main aim of this text is to open frontiers from a number of countries by the use of a blog in which primary and university students from Colombia and Chile and Canada; this study was divided in two phases, during the first phase students wrote about their lives and culture. They should use informal language when posting information in their blog, the way they interact reflect their identity and local culture, students are asked to post stories or blogs by using information that support their opinion, peer comments were important. By using the blog student built communities of practice in which they learn from each other; they had the same interests, learning a language and culture. They worked collaboratively on topics negotiated by teachers. In order to use strong arguments and personal points of view the investigators created a debate blog. Teacher plays a crucial role in providing guidance on the use of the ICT, correct students’ draft, and help them to post images, sounds and music to the blogs, all this material students exchanged were authentic. In the second phase of this study university students start participating autonomously and they had the opportunity to had a debate per week. These are some of the conclusions about this exploration: This kind of activities differ from a traditional language curriculum focused on learning a language structures because students have the opportunity to participative actively in the construction of the curriculum, teacher and students were challenged to be part of learning situations. The value of project’s approach was confirmed; students had the opportunity to go beyond the language in real situations. Students need to be guided in the way they can learn from their peers in other countries in order to get a pedagogical goal. Students and teachers created language learning communities when using the blogs and forums. When using technology there are some limitations such as internet accessibility, teacher and students preparation to use this technology. Amparo Clavijo Olarte