Salam sir... This is the link to my courseware. It focuses on Pronunciation, which goes under the Speaking skill, as well as Vocabulary. Nevertheless, the activities in the courseware incorporate Listening, Reading, and Writing skills.

The courseware is called Home of Phones, as it teaches its users about Homophones.

http://www.mediafire.com/?sbyyhm7bcf2uw08


There is an introduction video that I made just after the program loads. :)

I hope the courseware is satisfactory enough. I put in a lot of effort into this courseware, particularly the animation, which had to be done manually. Since I utilized the AutoPlay Media Studio 8 Personal Edition program, everything had to be done manually. It was time-consuming, but ultimately gratifying. Enjoy and God bless, sir!

ASSIGNMENT 3: Web Based Lesson Plan

Level: Form 2 (Lower Intermediate – Upper Intermediate Level)

Time: 70 Minutes (2 periods)

Theme / Topic: Genetic Engineering / Interspecies Hybrid Animals

Language Content:  Grammar – Verbs: Action verbs

Previous Knowledge

1.   Students have been taught about the form and functions of action verbs.

2.   Students have been taught how to use the modal 'can' before a verb.

Aims

By the end of the lesson, students should be able to:

1. Create a new interspecies hybrid animal using the features of the website as instructed by their teacher.

2. Incorporate at least four (4) action verbs in four (4) sentences to describe the actions that can be done by their hybrid animals. 
3. Write a short essay utilizing five (5) action verbs.

Websites
1. http://www.switcheroozoo.com/zoo.htm 
2. http://www.google.com.my/

3.  Any suitable websites to extract information on animal characteristics, such as http://www.wikipedia.org or http://www.seaworld.org/animal-info/animal-bytes/ 

Educational Emphases

1. Thinking Skills - making inferences/ reasoning
2. Multiple Intelligence – verbal-linguistic
3. ICT Skills

Technical Requirements

1. Desktop computers in the Computer Laboratory (5 students to one computer)
2.  Internet connection
3.  Web Browsers
4.  Microsoft Paint

Preparation

  1.    Print out three pictures of real hybrid animals (Zorse, Selembu, and Liger).

  2.    Cut out 24 strips of coloured paper and write various animal species on each paper strip. Six (6) are blue in colour and have six animal names written on it according to the animals listed in the website)  .

  3.    Prepare two worksheets for students to apply their understanding of the topic.

  4.    Prepare guidelines for the students’ presentations, i.e. the animal’s characteristics.

  5.    Ensure that the whiteboard in the language lab is usable and prepare markers.

    PROCEDURE

   

    SET INDUCTION (5 minutes):

  1. Teacher asks students about what they think the future holds in store for them.

  2. Teacher discusses with students on the possibility for technological advancement in when it comes to creating hybrid organisms cross-bred from different animal species. 

ACTIVITY 1 (12 minutes):

1.  Teacher and students if they recall and practice the form and functions of action verbs. Action verbs can be preceded with the modal ‘can’ or ‘can’t’, but the ensuing verb must be in its base form.

   Can + base form

  e.g.  The elephant can’t jump because it is too heavy.

2.  Teacher distributes Worksheet 1 to students to complete within 5 minutes. Each worksheet contains six (6) sentences in which they would have to fill in the blanks with the appropriate action verbs.

Activity 2 (22 minutes):

1. Teacher shows three (3) pictures of real intra-species hybrid animals to students and informs them that scientists have successfully created animal hybrids by manipulating living organisms’ genes, such as cross-breeding to get hybrid animals.

2. Students divide themselves into six groups of five and to each group goes to one computer and connect to the Internet.

3. Students are asked to imagine themselves as scientists who want to create a new

interspecies hybrid animal by going to http://www.switcheroozoo.com/zoo.htm

4. Students have to pick three (3) strips of coloured papers out of 18 at random. Each strip of paper contains an animal name written on it and the students to choose only one (1) of the six (6) blue strips of paper. The animal name displayed in their one blue paper strip will have to use on the website to conduct their experiment.


5. Students are instructed to click on the name of the animal they received in their blue paper strip and to proceed with the creation of their hybrid animal.

6. Students are reminded to use the three species of animals when creating their hybrid animal, but they are free to choose any animal that falls under that species category.

         e.g. A student receives ‘Reptile’ as one of the species they must incorporate in their experiment. Using their knowledge on reptiles, they are able to select one out of several reptiles listed in the website, such as an alligator, chameleon or a giant tortoise.

7. Students are given 12 minutes to come up with their own hybrid animal creations. They are encouraged to research on what animals found in the website fall under what species through http://www.google.com.my/

8.  Students are required to print screen (prt sc) a picture of their creations, then pasting and saving it using Microsoft Paint to be used in the upcoming activity.

Activity 3 (25 minutes):

1. Students to describe the actions that their newly-created hybrid animals can do using at least four (4) action verbs in four (4) short sentences. They must also come up with a name for their hybrid animal. They are given 12 minutes to complete the task.

2. Students must find information about the actions their given animals can do through any suitable websites, such as http://www.wikipedia.org or http://www.seaworld.org/animal-info/animal-bytes/. They must abide to several guidelines that they teacher poses when describing the actions their hybrid animal can do.

E.g.

(a) How it makes sounds

Does it bleat? Roar? Howl? Hiss?

(b) Ability to reproduce

It lays eggs or gives birth?

(c) How it moves

Does it hop? Slither? Glide? Swim?

4. Teacher distributes Worksheet 2 to students, in which they must individually write a short 80-word essay to describe the actions that their respective hybrid animals can do. They are given 15 minutes to write their essays.

Conclusion (5 minutes):


1. Teacher recaps the lesson by asking students questions based on the lesson.


2. Teacher reminds students that although genetic engineering has its benefits, it can also cause many disadvantages. Therefore, we must weigh the pros and cons thoroughly before making any decisions that may affect our ecosystem.

Follow-Up Activity:


1. Students are instructed to save their hybrid animal picture file into their thumb drives and print the picture file at home and paste it on Worksheet 2. They must  complete their essays if they had not and edit it if they are done and submit it in the next class.

The First Page of the Website
http://www.switcheroozoo.com/zoo.htm

An example of a hybrid animal that
the students can create using the website

Search for information using http://www.google.com.my

An example of a print screen of a hybrid animal
edited in Microsoft Paint 

Examples of the four (4) compulsory sentences
with four (4) action verbs describing the hybrid animal

CLASS TASK #3 -- JCross Crossword Puzzle

http://www.mediafire.com/?yyi13rknzr90wa3


I made this crossword puzzle using the Hot Potatoes application, JCross. The objective of this puzzle is to identify 10 Common English words that originated from foreign languages. Students and cruciverbalists will have to utilize their vocabulary skills as well as their knowledge on language etymology to solve this puzzle.

ASSIGNMENT 2: Article Review

Link: http://www.tojet.net/articles/v10i3/10323.pdf


CITATION OF THE ARTICLE...


Title: Reexamining the Effectiveness of Vocabulary Learning Via Mobile Phones
Journal: TOJET - The Turkish Online Journal of Educational Technology - Vol. 10, Issue 3
Authors' Names:  Haisen Zhang, Wei Song, and Jack Burston.


_________________________________________________________________________________


SUMMARY OF THE ARTICLE


(i) The Aims of the Research are to:

... determine how mobile phones are used in vocabulary learning and if it is more effective than the traditional method, including its’ advantages and disadvantages, as well as the implications when used for pedagogical practice.

(ii) Methodology

       An experimental and a controlled group (Groups A and B, respectively) were tested on their vocabulary. All participants had to memorize 130 specific vocabulary items. Group A were sent five vocabulary items daily via SMS, whereas Group B were given all 130 items on paper.

            The participants were assessed on their existing vocabulary skills before the experiment, and then in a TOEFL-inspired test to determine whether their English vocabulary proficiency had improved after the experiment. A week after, they were also tested on their vocabulary-retention in a delayed test, then Group A had to comment on the effectiveness of their learning experiences using mobile phones. 

(  (iii) Subject/sample

          78 students from a university in metropolitan North China participated in this study. The students were highly-motivated to improve their vocabulary as they were to take the College English Test (CET).  

(iv) The findings of the research

          The pre-test revealed that Group B had more vocabulary knowledge compared to Group A. However, Group A scored higher marks in the post-test. The delayed tests found that Group A had a higher vocabulary retention rate than Group B.

            The study revealed that mobile phones can make vocabulary learning more effective, as they had fewer items to memorize in a short time, and is also more convenient because they brought their mobile phones everywhere they go. The five-vocabulary-items-per-day method also did not overwhelm them, causing more effortless vocabulary-recollection. More focus is applied when learning the vocabulary items because they received them during their leisure time.

            Mobile phone-usage for vocabulary learning is also disadvantageous. Among them are not having enough phone-memory to store all the vocabulary items sent, and they themselves are unable to remember all the words received in the long-term. It was also difficult for the participants to locate and determine which messages were from the teacher, which consumes time and energy.   

YOUR REACTION

(i) Does the research interest you?

        This research greatly interests me, as it focuses on a technology that is widespread in today’s modern world, and is therefore more accessible than most other electronic gadgets. It seems that everyone is using mobile phones, even young children, and they rarely go anywhere without it. The convenience and mobility that mobile phones provide makes incorporating it into language learning a natural move. What interested me most about this research is that it actually puts the theory into practice, and allows us to gauge the true pros and cons of using mobile phones in vocabulary-building. I discovered that although mobile phones were a promising medium for language learning, it nevertheless posed more problems when using it in lessons than without. It is interesting that we still have to rely on the traditional method even though more teachers are verging away from it, seeing as technology is not fool-proof. In addition, this research was enlightening because it proved that a gadget that is mostly used for entertainment purposes can be used for educational ones too, if properly regulated.

(ii) Do you think the research was well conducted?

         I think that this research was well-conducted. The authors had very specific objectives in mind and were able to gain the desired feedback from their well-formulated tests to gauge the students’ vocabulary capabilities, both via mobile phones and the traditional way. The findings were thoroughly analyzed and took into account of the impact that some limitations may have on the accuracy of its findings, such as the participants’ fluency in the language, as English was a foreign language for them. 

            

(iii) What is/are the implication(s) of the research in the teaching and learning of ESL (in the general and Malaysian contexts)?

       This research acts as evidence of the necessity of blended learning if one desires to integrate technology into language learning. As the research reveals, using mobile phones alone is not practical, as there are many weaknesses inherent in such a small and limited-use device, such as small screens and word limits that hinder the receiving of vital learning data. This research also hints that although it is less exciting and deemed old-fashioned, the traditional method of receiving data through paper-mediums are established for a reason: it is usually infallible compared to other mediums. If language teachers wanted to incorporate any technology into their lessons, it must act as a supplement to the traditional method: one that helps makes the lesson more interactive and interesting rather than relying entirely on it to learn the English language.

            In addition, this research also revealed that learning vocabulary through mobile phones is feasible, if it is done in small scales like the one exhibited in the aforementioned research. Perhaps in the future, language students might be able to bring their mobile phones legally for their language lessons or receive special ones from the language teacher for vocabulary-building purposes. This would definitely make them more excited to participate in vocabulary lessons and inadvertently helps them improve their vocabulary skills. 

Total words used: 

Including proper nouns as  individual words - 804

Proper nouns counted as one word - 789

CLASS TASK #2: JCloze Gap-Fill Exercise

Here's my JCloze task, sir! It's about food (which I love) created by my favourite author of all time, the ingenious Roald Dahl (super love!!!), and utilizes adjectives.

http://www.mediafire.com/?c0qwv7grdn6bu9e

My first impression of the JCloze application from the amazingly useful Hot Potatoes programme could be summed in the first two words I said when introduced to it: "SO COOL!"

On a more serious note, I was completely blown-away with the JCloze application the first time we learned to utilize it. What a simple but highly useful way to make cloze passages for lessons!

Seeing that everything and everyone is going e-dependent nowadays, I would have to say that using JCloze is a fresh and effective way to teach and learn, regardless of subject matter. I can really personalize your lessons with pictures, movies and music (which everyone responds to!) and make your lessons more interesting. I will definitely be using this programme in the near future.

Yay! No more manual cloze passages on Microsoft Word for me! :D

ASSIGNMENT 1: ESL Website Evaluation

1. What does the application attempt to “teach”?

This application I chose (http://englishclub.com) attempts to teach learners and teachers of the English language on all how to use the language correctly and effectively. It features numerous clickable items related to various aspects of English we encounter in language classes, and are divided into basically two categories: materials for learners (students), and materials for teachers.

In the learners’ page, many items are listed to aid them in their quest for improving or testing their proficiency in utilizing the English language. Among the listed items are Grammar, Speaking, Writing and Vocabulary, which offer many notes, tips and tricks, as well as assessments when clicked on. In addition to the help provided on the basic language skills, the learners’ page also includes useful links for the students’ reference, such as the ESL Games to test their knowledge in a refreshing way, the ESL Forums to discuss about the language, and English for Work for working adults to refer to during the job.

In the teachers’ page, similar items provided in the learners’ page can be found, such as notes and tips and tricks. The difference lies in the fact that the materials provided are not meant to teach the teacher English, but more teaching them about the myriad methods they can utilize when they are teaching their students, as well as introducing them to various teaching materials to make their ESL lessons more effective and interesting (e.g. Lesson Plans, Handouts etc.). Besides the aforementioned links provided, this particular page also lists down teaching profession-links, such as ESL Jobs which provide opportunities for ESL teachers to look for a teaching job across the globe, and also ELT Management for school administrators and senior staffs’ usage.

On a larger scale, I believe that this application tries to make the users of the English language, be they learner or teacher, to realize that the pursuit of education does not go beyond the limits of the language classroom. This application can become a valuable resource for them to refer to whenever they need help in the learning and teaching of the language, and can be accessed anytime and anywhere as long as you have Internet connection. Furthermore, the application also teaches them that learning and teaching English can be fun and interesting, as demonstrated by the interactive worksheets and exclusive chat rooms provided in the website. 

2. What sorts of things is the application user expected to do with regards to learning the content?

Seeing as the application is divided into many different aspects of the English language, users are expected to (first and foremost) identify the specific area that they wish to improve or test on. For example, Jack feels that his grammatical skills are lacking, particularly when dealing with the Phrasal Verbs. He would have to click on the Learn English link, since he is a learner, and then click on the Grammar button to eventually make his way to the Phrasal Verbs section. Once that is completed, he can then read up on the topic he needs help on with the detailed information provided by the application. The act of identifying and choosing the language area he needs improvement on, the application user therefore conducts autonomous learning, in which he himself takes the initiative to better his mastery of the English language.

 In order to gauge his understanding of the language aspect he had just read, several questions in the form of a short test are listed in a link just underneath the Grammatical topic’s description. The learners are expected to read the provided description of the selected language aspect carefully, understand it, and to use the information they had obtained through the description to answer the questions provided via selecting the correct answer box. The answer boxes are mostly in the form of Drop-Down Boxes, where they can select the correct answer. The learners will receive immediate feedback on their answers by clicking the “Click for answer” boxes next to the answer box at the end of the test and can check their progress. The tests included after each description of the selected aspect of the English language act as an indicator of the level of understanding the students have of the language, and can determine whether the learner still needs to brush up on their language skills or to continue their good progress in the future.  To further read up on the various aspects of the language, the application users can refer to the ESL articles provided, and they are expected to do so if they are really keen on learning English in depth.

Besides selecting the right answers in Drop-Down Boxes and reading the provided information on their desired language aspect, application users are also expected to know how to learn deductively via the ESL Games offered in the website. Sometimes, they must type in the correct answers into cloze passage boxes, and other times they are required to drag and drop some answer options to form the correct answer, such as demonstrated in the Matching games and also the Jumbled Words games. Because it is most likely that users of the application tend to read up on the language aspects they want to be tested on beforehand, it can be inferred that they would learn the content deductively, as they are given information on a certain topic before practicing on it.   

It is evident that most of the learning contents here are presented simply through written descriptions and requires the application users to constantly read and digest them. Nevertheless, the learners are also able to learn the contents of this application through the more interactive applications offered by this application, such as the quizzes, language games, videos and online discussions. With all these interactive and interesting stimuli provided in the application, the users are therefore expected to utilize them to the fullest in order to achieve a better grasp at the English language. An example would be Jack using a video obtained from the ESL Videos link to enhance his understanding of idiomatic expressions, about how the meaning is only metaphorical and not literal, as the video demonstrates that idioms acted out are unusual in real life.

3. What sorts of computer skills is the application users expected to have in order to operate/access/use the application?

This application is fairly simple to use, as it is mostly in text form and are connected by various but easily-identified links. All a user needs to have is the basic skill of ascertaining the link to the aspect of language that they desire to view, dragging the mouse cursor to the link and simply clicking on the links they choose to open. They also need to be able to type out the web address of this application and perhaps need some knowledge on what to type when using the Forums, Quizzes and other links that function with text. Therefore, application users of this website are expected to have the most basic of computer skills to use it, such as knowing how to click on the right links and scrolling down using the mouse wheel to view the rest of the application’s contents. Due to the simplicity of its usage, this site is an appropriate site to be used even for novice computer or Internet users.

Despite its simplicity of usage, the amount of information provided in this application is vast and detailed, which contributes to it being a little cluttered. There are so many links to click on and the site’s size is rather small and appears narrow, thus it takes a little longer for new users to navigate through it. I believe it is expected for the application users to be able to differentiate which links would lead them to their desired page and which links would lead them elsewhere, such as the sponsored links, which lead to other affiliated websites.   


4. While you are “playing”/ “accessing”/ “assessing” the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self-study?

I would definitely say that this application, or any other ESL/TESL applications remind me of my practicum stints. I am not a fan of using the textbook when teaching, as my students can predict my next move and feel bored with the lesson even before its begun! Therefore, I would refer nightly to these ESL/TESL applications to find new materials and information to make my lessons more interesting. When “playing” or trying out the ESL Games that are offered in this particular application, it evokes memories of me coming up with games for my students to play in class. Although painstaking, it proved to be a lot of fun for my students and they actually got into little arguments among themselves to participate in the language games I had prepared, despite the fact that they literally had to drag the answers and drop them to the correct questions!

“Accessing” the application reminds me of the free hours I had whenever I had no classes to teach during my practicum. It is during that time that I tend to conduct self-study so that I am fully prepared with the knowledge needed on a certain language aspect to teach my students in the next lesson. The application and its equivalent are chock-full of details on how, when, why, who and what to use the desired language aspect for, so it provides me with the necessary information needed to pass on the knowledge down to my students. I used to take the information I had obtained in the applications and use it as a template for the teaching materials I made for my lessons. For example, when I read up about Foreign Words in the Vocabulary section, it provides me with a list of words that the English language has borrowed from other languages. Using the list provided, I am able to refer to them to come up with a lesson in which my students are required to identify the meaning and use them in plausible sentences.   

5. Can you pinpoint some theories of language learning and/or teaching underlying the application?

One evident language theory that can be identified when using this application is constructivism, namely scaffolding, which was suggested by Vygotsky. Scaffolding, or modifying the level of support given to a learner, is performed when the learner becomes more skilled at reaching their zone of proximal development. Although there is no actual ‘adult’ in the application (such as a teacher is the adult in the classroom), we can regard the application itself is the ‘adult’ or more knowledgeable person. According to the social constructivist theory of scaffolding, the amount of support provided to learners decreases over time when they advance to a higher level of their capabilities of completing a certain task alone. This application seems to adopt this theory, as we can see in the Games and Quizzes sections. The learner is expected to start off with the easier levels of these two applications, which is the Elementary mode. Here, they are given several choices when answering the questions provided as to give ease for them in completing the task. As they progress to higher levels (e.g. Intermediate and Advanced), the amount of support is lessened. Instead of being given several answer choices to help them complete the task, they are given less choices and sometimes even none at all, in which they have to rely on themselves to answer the questions given. Another aspect of ZPD in this application is that the tests provided sometimes offer hints to its users, thus scaffolding them to progress to a higher level of language assessment.     

Another learning theory that underlies this application is Krashen’s Affective Filter Hypothesis. Subscribers of this learning theory feel that learning is best conducted in low-anxiety environments to promote more motivation in learning. Seeing as there is no real teacher to monitor their learning progress and therefore the fear of admonishment is present, the learners will not be nervous or stressed out when learning the contents of the application. Krashen believed that the learning process becomes smoother when the “affective filter”, or the level of anxiety and defensiveness in a learning environment is low. (Brown, 2007), and that language is acquired more quickly and effectively when the learner is in a relaxed state, thus being more open to learning. This application has no time limits, and allows the users to select what they want to learn, rather than being told on what to learn. The learners are given the authority to be the master of their quest for knowledge and are not watched closely like a hawk by a teacher, therefore making them feel that their learning process is more enjoyable. This application does not chastise the learners when they make mistakes or take risks in learning the language, unlike a teacher. Instead, it simply states that their answers are not 100% correct, and offers them the option to try again until they are fully skilled in that particular task. The application’s unbiased and honest feedback is a softer way for them to accept their mistakes, and thus their motivation levels in learning will not so easily be deterred unlike an unkind admonishment uttered by a teacher.

In addition, Ausubel’s Subsumption Theory can also be found in this application, specifically regarding meaningful learning. Although it may seem that many of the users are native speakers, the reality is that there are far more ESL or EFL learners who subscribe to and use this application (me being a member myself). This is primarily obvious in the “Help Each Other With English” section of the Forums, where learners are encouraged to pose questions to the other members to answer their language queries. Based on my observation, the learners who pose questions regarding the language usually want to check whether their speaking and writing accuracy was at par with the native speakers’, as they use the language to communicate with their friends and classmates/co-workers in real life. According to the Subsumption Theory, any learning situation can be meaningful if “the learning task itself is potentially meaningful to the learners” (Brown, 2007), that is to say that the questions posed by the learners in the Forums have some significance or meaning to them, and will less likely be forgettable or disposable to them since they internalize it rather than simply memorize it by rote, such as for examinations. 

6. How well is the constructivist theory of learning applied to the chosen website(s)?

Constructivism, as proposed by experts such as Dewey and Kolb, regards the learning process as an active process, whereby the learner learns to discover principles, concepts and facts with their own initiative. In regards to its effectiveness in being applied into this particular website, I would say that it was not 100% adhering to that theory.

One of the ways in which it does follow the constructivist theory is that the learner does discover the ‘truths’, or principles, concepts as well as facts, all by their own efforts. The website provides them with the information (or 'truths') they need, but it is solely up to the learner to choose if they want to access that information and use it, or not. As a result of their inner motivation to seek knowledge from this website, they will eventually learn of the rules and knowledge in various aspects of the English language.

Another way this website abides to the constructivist theory is that the learners are encouraged to challenge themselves with skills and knowledge beyond their zone of proximal development. We can take the example of the Vocabulary section, where the first item on the list features useful common words used in daily conversations. Once the learners have completed their reading and understanding of that particular section, they are asked if they know of some of the more confusing words used in everyday speech. This simple query acts as an encouragement for the students to challenge their latent knowledge and try out aspects of the language they have not yet mastered.

As previously stated, there are certain reasons why the constructivist theory of learning is not really applied in this website. Constructivists firmly hold on to the belief that the social environment in which a learner is in influences the construction of their knowledge and meaning. In other words, learners who adhere to this theory will learn through real life experiences, which would mould or ‘construct’ their knowledge. Although this website does offer interactive media for the learners to use, such as the Forums and Chat, it is mostly a mechanical input-output environment, where the learners are given information and they supply the site with their answers. As such, they are confined to the Internet world and cannot gain real life experiences to construct their knowledge within the restraints of the website, such as speaking when transacting money with a bank teller. On the contrary, this website acts more as a vehicle for them to improve and allow their knowledge to be appraised.


If we were to closely follow Vygotsky's theory of ZPD, in which learners "cannot yet do [learn language] alone but could do with the assistance of more competent peers or adults" (as quoted in Brown, 2007), we can see a fault in the lack of insertion of constructivism into the website. Because this theory is basically listed under 'social constructivism', we can see that the social aspect of the website is almost non-existent because it is merely a computer, not a human being (with the exception of the Forums and Chat). Social constructivism places emphasis on the importance of social interaction, which is absent in a computer-based medium of learning, as there need not be any peers or teacher to guide them whilst learning using the application. With the absence of human beings to converse with face-to-face, there is no social interaction.  Without social interaction, it is not possible for the learners to reach a level of mastery in the language, according to the ZPD theory.
   

The final reason why the constructivist theory is not well-merged into this website is because it does not fulfil the goal of helping learners become creative and innovative individuals, which is supposedly acquired through careful "analysis, conceptualization, and synthesis" (en.wikipedia.org/wiki/
Constructivism_(learning_theory) of their latent knowledge in order to create a new one. Although the website does offer teachers tips and ideas on how to make their lessons more interesting and effective, the majority of the website’s content is aimed towards the learners, and the learners are not given much room to display their creativity and innovativeness. It is true that they will have to analyse and synthesise whatever information concepts they may obtain from this website, but everything is prepared for them beforehand. The quizzes, the jokes, the resources and others are not customizable for the learners’ and they must accept what they are given, with the exception of the Members’ section. Even with the ability to provide their own materials in the Members’ section, their ‘handiwork’ would be screened and edited by the administrators before being deemed appropriate to be posted on the page.  

7. In the 1980s and early 1990s, there was a major debate on ‘whether the computer was “master” of or “slave to” the learning process (Higgins and Johns, 1984). In relation to your evaluation – was the computer a replacement for teachers, or merely an obedient servant to students?

I would neither agree nor disagree with the statement Fthat computers can replace teachers and can obey the every whim of a student. Based on this application that I had evaluated, it seems that computers act more as support systems that aid the teaching and learning process, rather than being dominated or domineering over.  Even though the computer can provide in-depth information and provide more options in learning a language (such as games, quizzes, videos, tutorials etc.), it cannot replace the human touch.

Students still need real two-way communications with human teachers when learning for several different reasons. Firstly, they need the teacher to demonstrate certain language aspects to them on a one-on-one basis, especially when the student does not immediately grasp the intended language content. Depending on whether the computer software/application is sophisticated or simple, it can only go as far as inform the student that their answers are correct or incorrect, or to a greater extent, it can give them a detailed explanation of the syntactical/. Even so, it does not fully explain why the answers are correct or incorrect in its entirety, and often provides only one explanation for the students’ answers, so there is a chance that the students either understand what they did wrong/right, or they simply don’t. Contrasting computers with teachers, teachers can provide alternative explanations for the students in case they still do not understand what they did wrong/right when learning. Teachers’ teaching capabilities are not limited by only one particular programme or command, as computers are: they can select, adapt and employ a large variety of tactics to teach their students.

Secondly, one of the ways students pick up a language is through body language and verbal cues. Computers are unable to display non-verbal communication-tactics such as eye contact and facial expressions to teach students, and furthermore cannot use various inflections when saying out a sound without having been programmed into the application beforehand. In short, computers are incapable of teaching students using their free will and cannot provide them with the necessary human acts that help nurture the students.

Although I can deduce that the computer cannot replace teachers, the fact is, computers are in a way servant, although perhaps the terms ‘slave’ and ‘servant’ are degrading to describe the role of computers. I would prefer to say that computers are dutiful assistants to students. They do help them learn, albeit in a mechanical setting, but they do not nor can they comply to the students’ every command. As previously discussed, computers are pre-programmed inanimate things and . They can, however, serve as a reference and medium of mastering the language regardless of time and availability, as they can easily be accessed and referred to as often as one wishes (unlike human teachers). They also take less time and effort to explain the definitions and rules of the language, as everything is already provided in the computer programme and do not run out of steam.

Suffice to say, computers can be used to help the learners improve on their language skills better than teachers in terms of availability, time and detail, but must be combined with the teachers’ organic teaching skills to ensure an effective learning environment for students.    

8. Would you like to use the application yourself in your future work?

I would definitely be using this application in the future. Although I do not plan to work as a full-time school teacher, I do plan to work part-time as a tutor in a language centre, such as ELS, so my demographic would still be learners of different language levels and backgrounds. Like any normal student, they need stimulating materials and skilled teachers to learn effectively. This is why I would still need to refer to applications such as English Club, Dave’s ESL Cafe and ESL Lounge to get fresh new ideas to accommodate my prospective students’ learning needs. This application offers many useful and interesting things to its users, particularly the games and forums. It seems that everything a teacher or student might need is available (and not to mention, free of charge!) in this application, so it is purely up to us to manipulate its contents as we see fit.

Another reason why I shall utilize this application in my future lessons is because the content is current. There are rarely any anachronisms featured in the application, which makes it feel more authentic and relatable to its users, be they teacher or learner. This is possibly due to the fact that the site members are encouraged to post their self-made or favourite videos, comments and materials into the site for others to share. Although some of the materials may not seem very educational, such as videos posted about the current war in Syria, it implicitly teaches the site users on the ways a native speaker might converse and what kind of vocabulary they use in different contexts, such as when reading the evening news.   

I am sure that if I employ the suggestions and activities in this application, my students will benefit from them, as our lessons will not be dull and predictable, which can decrease their motivation in learning. This application has already given me a lot of assistance in my practicum, and will hopefully continue to aid me in becoming a better and creative teacher.  

Suggestions/Recommendations.
I would like to suggest that the website de-clutter its page, maybe reorganize the the myriad links underneath the EnglishClub STAR Members link. There are just too many links listed there, which can be very distracting for the application user and may confuse them when navigating through the website. This also applies to the bars on the right side of the page, with all the Idioms of the Day and other clickable links. Perhaps the website designers should consider placing them in one large link labeled as "Other Links of Interest" or something of the sort, so that the main focus of the website (the Learner and Teacher pages) are easily accessed.



I also think that the website could add a dash more colour into its facade, as the plain white background it mainly uses is not very eye-catching. Research has shown that colour can stimulate people and change their moods, and although white is equated with purity, it can also translate as 'boring' or 'lackluster' to some people. Maybe they can improve the website if they placed a singular large picture brimming with colours in it, or add a colourful background, like my own blog? :p  I am sure a little hint of colour in the background will increase users' interest in using the website more often.


I would also like to add the necessity of implementing what is called "blended learning', in which computer-assisted language learning is combined with traditional face-to-face lessons conducted by a teacher. As previously mentioned, I believe that computers are neither slave nor master of the teaching and learning process, but act as dutiful assistants. Even though computers can sometimes act as better information-providers to learners, the reality is that they still need the human touch to learn effectively. I therefore strongly urge teachers to not lessen their efforts in teaching and taking the backseat during their lessons. Technology can only do so much and can still fail. Just as we need backup lesson plans in case our prepared lessons cannot be carried out, teachers need to ensure that their students would not suffer from a breakdown or cut-off supply of knowledge-provision if ever the computers fail to carry out its function.


Despite the fact it is not perfect, I highly recommend learners and teachers of the English language to access and use this website. It offers so much useful and interesting materials for learners and teachers to improve their language skills, all under one roof and completely free of charge. The content is not only interesting, with its inclusion of humour, various media and games, but is highly educational as well, what with the detailed descriptions of each language aspect, assessments and inclusion of language jargons/phrases that are used outside a classroom context (e.g. Business English, booking an appointment etc.).