TESOL-MALL Graduate Program Woosong University Symposium KOTESOL DCC Workshop
The 4th Industrial Revolution and Education:
Digital Language Learning and Teaching
Digital Language Learning and Teaching
Plenary Address, Invited Talks, Presentations, and Virtual Presentations
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Plenary Address
The fourth industrial revolution has seen the convergence of innovation and technology, led by AI (Artificial Intelligence), big data, and IoT (the Internet of Things), and it has restructured industry across all sectors including that of education. These changes have been disruptive, and have seen how our students interact with us as teachers change, and how we as teachers prepare and provide learning opportunities in and outside of the classroom transform as well. Moving forward, these changes will also see the need to provide learners with different skill sets, not only ones they will need to use in order to function in the classroom, but in society, and in the workplace as well. These changes have already seen how we access content transform, providing perhaps too much with quality hard to assess. It therefore becomes imperative that now, more than at any other time, teachers be able to understand what digital language learning means, what the benefits are, and how they can analyze and evaluate any technologies that they might seek to use with their learners. The aim of this talk is to do just that, while also introducing a rubric that participants can utilize throughout the symposium when considering the potential of the tools and techniques that the invited professor and practitioner workshops provide.KeynoteWill the English language remain a lingua franca with the rise of artificial intelligence in the industrial 4.0 era?
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'Purdue Online Writing Lab (OWL)' and the flipped approach: An integration which complements language learning
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The online availability of a broad range of technology-enhanced tools for teaching and learning has resulted in the development and restructuring of second language pedagogy, particularly in regards to improving learner output. However, amongst the four language skills (reading, writing, listening, speaking), the one that is often the most developmentally challenging for English as a foreign language (EFL) learners is that of writing. Three challenges that teachers and learners face in second language writing include: emerging new written genres and their consequences for the notion of prescriptive writing; the reproduction and/or modification of ‘descriptive and prescriptive’ writing examples as a means of learning, which can then lead to the possibility of plagiarism; and, how students can learn to develop their own voice, and their second language identity needs when practicing their writing skills (Walker & White, 2013). With these challenges in mind, this presentation has been inspired by two elements: the exploration of the Online Writing Lab (OWL) at Purdue University; and seeking to integrate the use of this site with a flipped classroom model which aims to present an overview for acquiring and enhancing learners’ writing skills, strategies, motivation, engagement, and the making of meaning from experience. Therefore, this presentation will not only educate language teachers in the use of the online resources (OWL Purdue), but it will also provide a foundation for what it means to adapt teaching and learning approaches to a flipped classroom model, and to the technology-enhanced learning and teaching approaches that have arisen as a result of the fourth industrial revolution.
Walker, A., & White, G., (2013). Technology enhanced language learning: Connecting theory and practice. United Kingdom: Oxford University Press. |
Ariadne Patricia Borges graduated from York University in Toronto, Ontario, Canada in 2010 with an Honors Degree in Linguistics and a TESOL certificate. Her primary teaching experience of ten years fall into the category of adult ESL/EFL in North and South America, and her 6 years teaching experience falls into the category of early childhood program instruction in South Korea. She is in her second semester of study, and participating in the Woosong University/St. Cloud State University Master of Arts degree program.
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'Plickers': What is it, and how do I use it?
Edward Thomas Spraggins, Woosong University
Educators who started honing their craft a quarter century ago, or even a decade past, would have seen the waxing and waning of a variety of methods and approaches for the teaching of English. These educators would have also come across teachers who were enthusiastic about the use of technology in the classroom, others who were less so, students who held a dream of becoming fluent in an additional language, and those for whom such a dream was not a priority. For these former students, the increasing focus on the use of digital technologies to assist them in learning languages may serve to provide the engagement, motivation, interest, and the lowering of affective filters that they require to succeed when possessing such a mindset. The fact today, as we move into the era of the fourth industrial revolution, is that computer-assisted language learning (CALL) and multimedia-assisted language learning (MALL) are here to stay. The need to master key (digital) competencies, and develop multimedia literacy, are now recognized as essential across all areas of education, including that of the English as a foreign language (EFL) classroom. It is also important for teachers to develop these skills, and to utilize applications that can add value to their teaching. One such application is Plickers, which is a formative assessment tool that relies upon QR code cards to collect data, and as a teaching and learning tool, it is one that is easy to manipulate for the teacher, and one that can attract and retain the interest of students while providing content engagement. With this in mind, this article/presentation will cover the history of Plickers, how to utilize the application, the accompanying cards, and the associated website, while also covering how the tool can be used in the language learning classroom for assessment purposes.
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Edward T. Spraggins is an international student from the United States of America. He is an English and French language teacher, with 40 years combined linguistics/EFL/ESL instructional experience. He is in his final semester of study in the TESOL-MALL graduate program offered by Woosong University. Upon graduation, he will be awarded the Master of Arts.
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Personalizing English learning through 'Pinterest' and 'Flash Card Go' in order to promote creative self-study experiences and tools
Laura Francescangeli
In order for digital applications in the teaching of English to speakers of other languages (TESOL) to have a positive effect on language uptake, teachers need to utilize those that are easily accessible and easy to implement, and those that are suitable for enhancing a range of linguistic skills from basic through to advanced. Current research on the use of applications with learners suggests that ease of use and adaptability to personalized usage are significant factors that encourage content uptake and deep engagement, while availability to content and applications across diverse devices (e.g, smartphones, laptops and tablets) is also important. Keeping these aspects in mind, this presentation will explore the potential of two rather different digital applications to serve as visual aids for learning from within the English as a foreign language (EFL) teaching context. The first of these, Pinterest, is an image-focused sharing application with over 250 million users worldwide, and is available in numerous languages. Its interface and content are highly customizable, and it offers exceptional ease of use for content discovery and appropriation. The other application, Flash Card Go, can also be employed to personalize learning materials and offers a distinctive tool for simple memorization techniques through a process of taking photographs and uploading documents, images or diagrams. Together, these apps deliver strong potential for visually-aided learning, yet each comes with a particular set of strengths and weaknesses. The relative merits of both apps for the teaching and learning of EFL will constitute a major focus of this presentation.
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Laura Francescangeli is an international student from Scotland, currently in her 3rd semester of the TESOL-MALL graduate program at Woosong University. She has 2+ years of experience in teaching EFL in the Republic of Korea, and currently teaches young learners of all levels at language camps during semester breaks.
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Using 'Drops' to memorize vocabulary
Liu Lu, Woosong University
The popularity of smartphones today provides convenience for people, and the affordance of the opportunity to engage in just-in-time learning, as well as anywhere-anytime study. Using such mobile devices for learning has also seen an ever-increasing amount of applications emerging for this purpose. The rise of these applications, and the use of them for language learning, has also seen L2 (second language) learners gain access to authentic aspects of the target language while outside of the classroom. In this presentation the Drops smartphone application is explored. This application can assist students with the memorization of vocabulary. Vocabulary is important as it forms the basis of language learning, and can lead to the building of sentences which can then lead to the construction of paragraphs, with paragraphs then forming articles. Participants will come away from this presentation understanding how to use Drops to learn vocabulary.
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Liu Lu is an international student from The People’s Republic of China. She is in her second semester of study with the TESOL-MALL graduate program, and will graduate with a Master of Arts degree from Woosong University.
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Digital applications and multimedia for vocabulary learning
Ohunjon Shermatov, Woosong University
Md Shahdat Hossain, Wooosng University
In the modern era, language learning with the use of technology is considered crucial. It is also critical for today’s language instructors to possess a technological toolkit of applications, websites, and multimedia applications that can help save time, and provide variability and flexibility to engage learners with any material that they study. It is therefore the primary objective of this presentation to share innovative ways of learning English vocabulary in and outside of the classroom by focusing on vocabulary development through a number of digital resources. Moreover, teachers will come to know the do’s and don’ts of effective vocabulary learning while focusing on aspects of a variety of vocabulary activities. Taking one example, Word Hippo provides a thesaurus and word tools, that can be used for finding synonyms and antonyms and other aspects to learn vocabulary directly or indirectly. The aim is to present a number of tools and technologies that teachers can rely upon to provide learning content for effective vocabulary development of learners under their care.
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Ohunjon Shermatov is an international student from Uzbekistan in his first semester of study for the Master of Arts degree offered by the TESOL-MALL graduate program.
Md Shahdat Hossain is an international student from Bangladesh in his final semester of study for the Master of Arts degree offered by the TESOL-MALL graduate program. |
WOOSONG UNIVERSITY TESOL-MALL Graduate Program 196-5 Jayang-dong, Dong-gu, Daejeon, South Korea, 300-718
telephone: 042-630-9895 or e-mail: [email protected]
telephone: 042-630-9895 or e-mail: [email protected]