ICT-Based Resources for Learning and Teaching Listening
- 1. ICT-Based Resources for Learning and Teaching Listening Paulus Widiatmoko Indra Agus Eka Hariawan Ni Wayan Surya Mahayanti
- 2. References Reviewed ▸ Vo, Y. (2013). Developing extensive listening for EFL learners using Internet resources. Hawaii Pacific University TESOL Working Paper Series 11, ▸ Peterson, E. (2010). Internet- based resources for developing listening. Studies in Self-Access Learning Journal, 1 (2). 139-154. 2 ▸ Mischel, L.J. (2018). Watch and Learn? Using EDpuzzle to Enhance the Use of Online Videos. Management Teaching Review, 1–7.
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- 5. 5 The Importance of Listening Comprehensible Input (Krashen, 1982) Modelling for authentic situations Practicing pronunciation/accents/intonation Facilitating other skills Refreshing mind ……………….
- 7. EXTENSIVE for pleasure & voluntary To large amount of texts Focus on exposure Motivation & self regulation Subconscious language learning (acquisition) INTENSIVE For specific purposes To selected types of text Use of listening strategies Teachers’ guidance and instruction Deliberate language learning
- 8. How do we listen? Bottom-up process - knowledge of language - our ability to process acoustic signals - to make sense of the sounds that speech presents to us. Top-down process - various types of prior knowledge - Matching prior knowledge with the spoken message - infer meaning from contextual clues
- 9. The three stages of a listening lesson ▸ Pre-listening :preparation stage. ▸ While -listening stage: actual listening & task response. ▸ Post-listening stage: feedback & remedial work.
- 10. Planning a listening lesson: Pre-listening ▸ activating existing prior knowledge, ▸ introducing necessary schematic knowledge, ▸ introducing the language which students will encounter.
- 11. pre-listening activities ▸ Predicting content from the title of a talk. ▸ Talking about a picture which relates to the text. ▸ Discuss relevant experiences. ▸ Discussing the topic. ▸ Answering a set of questions about the topic. ▸ Agreeing or disagreeing with opinions about the topic.
- 12. pre-listening activities ▸ Associate vocabulary about the topic. ▸ Predict information about the topic. ▸ Write questions about the topic.
- 13. While-Listening Stage ▸ The purpose of while-listening stage is to help learners understand the text. ▸ While learners listen they need to be given in an authentic purpose for listening and encouraged to attend to the text more intensively.
- 14. While-Listening activities ▸ Ticking multiple-choice items. ▸ Filling in a chart. ▸ Complete a table, map or picture. ▸ Matching pictures with the text. ▸ Making notes. ▸ Answer questions. ▸ Complete sentences.
- 15. Post-Listening Stage ▸ The purpose of post-listening activities is to help learners connect what they have heard with their own ideas and experience. ▸ Helps learners to move easily from listening to another skill.
- 16. Post-Listening Activities ▸ Give opinions. ▸ Relate similar experiences. ▸ Role-play a similar interaction. ▸ Write a brief report. ▸ Write a similar text. ▸ Debate the topic.
- 17. Listening exercises (1/2) Task type Example Multiple matching • Matching descriptions with pictures. • Matching stories with titles / endings. • Matching speakers with professions. • Matching speakers with feelings. Multiple choice (A, B, or C) 1. What do you suppose the relationship between the two speakers is? A. Boss and employee. B. Brother and sister. C. Doctor and patient. 2. We are listening to a man: A. explaining the values of exercising. B. giving advice on healthy lifestyle. C. giving tips on healthy eating habits. Ordering/Ticking pictures
- 18. Listening exercises (2/2) Task type Example True/ False / Not stated This part of England is historically more important than any other. Fill in The story is about two vices: ______ and envy. The first man in the story wanted to become _____. Short answers What’s the speaker’s profession? What’s the speaker looking for? Listening close Make sure that you’ve made sufficient time for this meditation and that you will not be (21) ______.During this exercise you will observe and (22) ______different parts of yourself. Note-taking Summarizin g
- 21. PAUL NATION’s Four Strands of language lesson/ course Meaning Focused Input Meaning Focused Output Language Focused Learning Fluency Practice Receptive language use; listening and reading for comprehension, knowledge and enjoyment productive language use; speaking and writing for communicative purposes focus on form; deliberate learning of language features like vocabulary, grammar, etc. receptive and productive use of familiar language to convey meaning and increase speed Meaning Focused Input
- 24. Extensive Listening Sources (Online) BBC Learning English http://www.bbc.co.uk/worldservice/ler ningenglish/ This site has hundreds of listening activities and texts from the BBC’s extensive archives. It is about news and stories that learners can read and listen to. Some words are marked so that they can be studied as vocabulary. It is appropriate for all levels.
- 25. Extensive Listening Sources (Online) Beeoais.com The website has stories with audio about people and their lives, spoken slowly. Learners can listen to and read along with the stories. It is recommended for three levels: beginning, intermediate, and advanced
- 26. Extensive Listening Sources (Online) Connect with English http://www.learner.org/resources/seri es71.html The website has video stories about people and their lives spoken in slow English. It includes 50 fifteen-minute video programs and coordinated books. It is suggested for college and high school classrooms and adult learners.
- 27. Extensive Listening Sources (Online) L.E.A.R.N. http://learnintl.com The website is recommended for intermediate and advanced learners. It is about stories in fairly hard English, but read slowly. Learners can also read the scripts on-line.
- 28. Extensive Listening Sources (Online) Spotlight http://www.spotlightradio.net The site is about podcasts, stories, and news. The English is at almost normal level. Language learners can listen to and read at the same time. It uses a specially modified form of English to make listening to the radio easier. It is suggested for beginning and intermediate levels.
- 29. Extensive Listening Sources (Online) Successful English www.successfulenglish.com This website is a good place to find clear explanations and practical suggestions for better English. Especially it supplies intermediate and advanced English learners with online listening and video resources about subjects related to life in the United States: daily life, business, entertain-ment, health/medicine, relationship, shopping, etc.
- 30. Extensive Listening Sources (Online) Takako's Great Adventure http://international.ouc.bc.ca/ takako/index.html This is a full novel told in parts that learners can listen to. They can also download PDF files of it to read. The site is good for advanced learners.
- 31. Extensive Listening Sources (Online) VOA Learning English http://www.voanews.com/ specialenglish/index.cfm This website is recommended for adult learners and students who are interested in politics, current news, as well as special features on life in the U.S. including science, education, health, famous Americans, and American history. They can read and listen to them on their computer or download them to their iPod or mp3 player.
- 32. Resources (Other) ▸ https://www.dailyesl.com/ ▸ https://www.ezslang.com/ ▸ https://www.youtube.com/user/VideoJug
- 33. Resources (Podcast) ▸ http://www.bbc.co.uk/podcasts ▸ http://iteslj.org/links/ESL/Listening/Podcasts/ ▸ http://www.manythings.org/songs/ ▸ http://www.podcastdirectory.com/podcasts/7538 ▸ http://www.eltpodcast.com/ ▸ http://learnenglish.britishcouncil.org/en/elementary-podcasts ▸ http://learnenglish.britishcouncil.org/en/professionals-podcasts ▸ http://www.businessenglishpod.com/category/esl-podcast/ ▸ http://www.podcastdirectory.com/podcasts/21609
- 34. Mischel (2018) Watch and Learn? Using EDpuzzle to Enhance the Use of Online Videos 3
- 35. Description ▸ EDpuzzle is an online resource that augments the use of video clips in classroom learning experiences and some text ▸ Educators can choose video clips from a variety of the most popular online video sources including YouTube, Khan Academy, National Geographic, etc. ▸ Once a video has been chosen, EDpuzzle offers a variety of tools to supplement students’ learning experiences. 35
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- 37. First EDpuzzle ensures that students actually watch a video and understand it rather than just running it in the background on their computers Classroom Application Second With EDpuzzle, students have the opportunity to review subjects as many times as needed to absorb the lessons 37 Black The voiceover option in EDpuzzle can be used to enhance the familiarity of the topic for students.
- 38. 38 EDpuzzle’s cropping tool allows instructors to cut the beginning or ending of a video to make it shorter Students will pay closer attention to content when they hear it from a familiar voice (Tanaka & Kudo, 2012). Research has shown that videos lasting 7 minutes or shorter are able to retain a student’s attention better (Guo et al., 2014; Kim et al., 2014) The voiceover and audio notes tools allow instructors to record an audio track that covers the entire video, insert notes at different points throughout the video to focus students’ attention, or elaborate on particular concepts.
- 39. 39 EDpuzzle quiz tool allows instructors to insert one or more multiple-choice, true or false, or open-ended quizzes or written comments into the video Students must answer the questions posed or read the comments before continuing the video. Text boxes can also be used to direct a student to other sources, summarize something they just watched, focus their attention on something they are about to watch, or tie a segment to class concepts. EDpuzzle provides a variety of reports for instructors. This report indicates which students in a class watched an assigned video, how well they performed on the quiz questions provided, and whether they watched the video before its due date.
- 40. 40 Educators can choose video clips from a variety of the most popular online video sources including YouTube, Khan Academy, National Geographic, TED Talks, Veritasium, Numberphile, Crash Course, and Vimeo. OR
- 41. Advantages ▸ It can enhance distance-learning experiences ▸ When questions are distributed throughout the video, it helps the viewer absorb smaller pieces at a time ▸ EDpuzzle reassures the instructor that learning has occurred ▸ When adding an audio note, the video is frozen for a short period of time while the instructor inserts some audio to help focus the lesson (Signaling) ▸ EDpuzzle has created the ability to share videos with others 41
- 42. Findings of Mischel (2018) Students were asked to make videos of required presentations and provide lists of related open-ended questions for the instructor to incorporate as well as for other students For missed classes, questions were inserted into video lectures to focus students’ attention on important concepts. 42 HELPS STUDENTS IN LEARNING
- 43. Disadvantages ▸ Students may also have questions that may require extra time from the instructor. ▸ Edpuzzle provides no way for other students to comment and/or interact live with each other or with the instructor on posted videos. ▸ Cropping can only be done at the beginning and end of the video, not in the middle. ▸ If instructors want to do voiceover, they must do so for the entire video. ▸ deep integration with an LMS is not yet possible 43
- 44. 44 Time to Discuss ^^ Group 1 Mengapa ICT diperlukan dalam pengembangan keterampilan menyimak? Group 2 Bagaimana memilih ICT tools yang tepat untuk mengembangkan keterampilan menyimak? Group 3 Bagaimana keberhasilan pemanfaatan ICT untuk pengembangan keterampilan menyimak dievaluasi?
- 45. 45 THANKS!