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 Use of Presentation tools and infographics for teaching writing and speaking

1. How can teachers use infographics to enhance the development of productive skills into the class?

2. why not to use canva during the oral presentation twice a term and invite ss to coevaluate work?

Productive skills are those one where learner can express themselves in many ways, push students to look for ways to portray their ideas in order to increase their critical thinking. According to Rokones and Krumsvik (2016), ICT helps to encourage students’ participation in class. Due to their nature as digital natives, “they have high level of technological literacy” (Harwati, 2018, p. 2). Additionally, technology and software in gadgets such as smartphones, laptops and even online applications can trigger students’ motivation in learning. Among the online applications that teachers can use in classrooms would be infographics-based in different application such as Canva, Piktochart, power point, infographics’ and so on in which represent technological visualizations. According to Kos and Sims (2014), people seem to be drawn with visualizations, colors, and images in which believes can attract students’ attention as well and boost their motivation in learning. Due to its colourful nature, info graphics will be able to motivate students in reading and writing (John & Melor, 2018).

Kos and Sims (2014) added that info graphics not only can provide information in an interesting and casual manner, but it can also be a tool of communicating. Mohammad and Mohammed (2016) stated that infographics provide a broader opportunity to understand facts by just looking at it. Since, there are many ways to present infographics, for intance posters,provoking collaborative learning, as one of the 21st century skills (DeWitt & Alias, 2014). According to Ozdamli, Kocakoyun, Sahin and Akdag (2014), “learning by using infographics, provide a lot of data as a whole structure for individuals and thus, they create scheme in minds”, (p. 2). They added that, info graphics provide a much simpler and easier to understand information than having to read long texts. Students would also be more stimulated to read literary texts (John & Melor, 2018) if they are required to produce info graphics materials. Infographics focus on the excitement of displaying graphics and will be able to fascinate the learners. Learners would be encouraged to produce posters and share it with their peers (Dewitt & Alias, 2014). Using infographics in teaching and learning has the potential to contribute in increasing students’ 21st century skills. According to Romero (2014), students should be able to master all the skills required in 21st century. Among the skills centralized would be collaboration, communication, critical thinking, and ICT skills. Dewitt and Alias (2014) stated that infographics can be used in a form of a poster. Students then would require to share it with their friends in which would foster r communication skills. Collaborative learning is also among the main skills that is projected with the implementation of infographics in ESL classroom (Dewitt & Alias, 2014). Another important factor is related to the evaluation processes as continuous process among peers. Feedback and their effect on learning outcomes, student motivation, and cognitive load in the development of critical thinking. When students get elaborate feedback through many ways not only the traditional one represented in AI.  Feedback is one of the most important parts of teaching and learning (Hattie & Timperley, 2007) and is regarded as crucial and powerful in improving knowledge and skill in educational situations (De Villiers, 2013. Feedback and assessment process still exists due to the changing paradigm of technology that has provided new ways for instructors to connect with their students when providing feedback. When get teachers feedback is not fair for them and sometimes it does not meet the main goal in evaluation, co evaluation is a different way where students can interact themselves at the same level of background, this makes reflection process in the final decision.

References

Dewitt, D. Alias, N.( 2014) Infographic posters for enhancing 21st century communication skills

 Kos, B.A. Sims, E. (2014). Infographics: The New 5-page Paragraph Essay

Pazilah, Harwati, (2018). Using infographics as a technology-based tool to develop 21st century skills in an ESL context

 

 

The specific competencies from the DigComEdu framework and digital resources to foster these competencies 

1. How do teachers use digital resources to create content to help students develop productive skills?

2. How to connect responsibility "managing, protecting, and sharing competencies with the writing process?

Digital classrooms are defined by using electronic devices or platforms such as social media, multimedia, and mobile phones to teach students. With digital technology in education, today’s educational landscape has altered for the better or improvements. Digital learning is a learning strategy that employs technology to fulfill the entire curriculum and allows students to learn quickly and rapidly [39–41]. The digital These days, the classroom focuses on teaching via the use of technology. Especially with AI use and all its benefits regarding improving learning and teaching, Students all the time are immersed in or internet-connected gadgets like laptops, tablets, etc. The way how ELT was conceived in the past, nowadays has changed a lot. (Lin, Dressman, Sadler.,2015). “most of the curriculum is delivered to students online through an engaging and interactive platform. Despite its many facets, education is fundamentally a kind of communication. The internet has resulted in the rise of new communication channels, which have extended the options for transmitting and accessing educational information. These media and virtual venues serve as learning facilitators”.

Speaking and writing skills are crucial as they allow students to practice real-life activities in the classroom. These two skills can be used as a 'barometer' to check how much the learners have learned. Good command of speaking skills develops a real sense of progress among learners and increases confidence. On the other handwriting is crucial in contexts like the need to take notes, fill in forms, and write letters, reports, stories, etc.. Sufficient ability of writing skills give one confidence and marks his expertise in a particular language. Connecting reality to students is crucial to promote their skills. AI and TICS issues can help to make our teaching more reliable for students. The creation of digital social media has brought a huge change among the people of the 20th century. This new technology carries much weight as a new medium for students and also for educators to build social connections. Belal (2015) says online learning, as a subset of all distance education, has always been concerned with the provision of access to the educational experience that is, at the least, more flexible in time and space than campus-based education. Digital social media has several influences on writing and speaking  with the positive effects outweighing the negative effects.  confirmed that students as well as the teachers can formulate group discussions where they can exchange their ideas, share course-related materials, and appeal to their students about assignments which helps the students to enhance their writing as well as their speaking. From this sense, it is possible to see how learners, can connect with contextualized content rather than decontextualized content, Teachers must worried about the transformation or creation of real content, not only to fit into the curricula but also, to solve society's problems

 In terms of writing an important issue is copyright, students need to be conscious about being original rather than copying others' ideas, they need to be respectful of others not only in personal terms but also, in societal terms. Students held the notion that students mostly plagiarize due to some inadequacies or deficiencies. They reported that plagiarists may need to be more competent users of language or be able to think up their ideas. Also, Participants’ perception of the acceptability of plagiarism is associated with some factors other than its type. The most prominent determiner has been claimed to be the notion of intentionality. Rets, I. & Ilya, A. (2018). We as teachers need to create content that permits work together rather than extracting others thinking

 

References

Chin-Hsi Lin, (2015) .Digital Writing in Informal Settings Among Multilingual Language Learners, 2015

 

Mohammed Iqram Hossain , (2015). Teaching Productive Skills to the Students: A Secondary Level Scenario 

 

Rets, I. & Ilya, A. (2018). Eliciting ELT students’ understanding of plagiarism in academic writing. Eurasian Journal of Applied Linguistics, 4(2), 193-211. doi: 10.32601/ejal.464115 

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Specific competencies from the digcompedu frame work and the digital resources to foster the nature of listening and reading Subskills.

Research Question

How to foster reading and listening skills through digital resources?

Reading and listening comprehension is an important ability to live in modern days. thinking it how it goes far beyond the ability to combine letters and words. making connections to real life, identifying a text's central elements, and giving our personal opinions on it. even though most teachers try to use English all the time giving them input, most of the time students struggle with it, how Krashen’s input hypothesis suggests the need for comprehension in acquiring a new language, which means that the language input should be comprehensible, that is, just a little beyond students’ current level of competence.

Reading subskills

Vocabulary development: we can use flashcards, and apps like:

 quizlet to create them according to students' needs.

Reading comprehension: we can use discussion forums: blogger and GoodReads allow those discussions 

Listening subskills

listening comprehension: podcast is a good choice. we can use Spotify. apple podcast

listening for specific information: Duolingo, it is a nice app it is free and permits this goal 

References

Krashen, S. D., Lee, S.-Y., & Lao, Christy. (2017). Comprehensible and compelling. https://products.abc-clio.com/abc-cliocorporate/product.aspx?pc=A5506P

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Printed materials and interactive materials for teaching and learning reading

Research Question

How important is to use licensed resources to teach students about applying copyright to digital content referencing ?

 Cunningsworth (1984, p. 58) comments are a good reminder, “Most general English include supplementary materials of various kinds and we should evaluate these individually and also as part of the whole package. We also need to know how much support is provided for teacher and whether the material can be easily used by a non-native speaker. Some sophisticated courses require access to projection equipment and rooms with blackout facilities and this may be a limiting factor in many schools and colleges.” There is a need for texts which are in use in real-life transactions. These can be called authentic texts, i.e. texts which are not doctored or simplified. The authentic texts are an alternative to simplified texts, and imply a second perspective on language acquisition where language is acquired not by planned assimilation but through the learner’s effort to use whatever communicative resources are available to the learner to make meaning. In the words of Grellet (1981, p. 8-9), “Authenticity means that nothing of the original text is changed and layout are retained. …Exercises must be meaningful and correspond as often as possible to what is one expected to do with the text”. Authentic materials appear in various course books in two forms: undoctored and doctored-pseudo-authentic materials. 

In this study: English language teaching (ELT) practitioners create, use, reuse, and even share copyrighted materials as part of their professional daily activities. It is thus extremely important for them to understand and comply with copyright law with respect for the rights of the copyright holders as well as their own rights. This study investigates the copyright awareness of the Korean ELT stakeholders including students, teachers, and materials developers. The respondents of the questionnaire survey consisted of 33 undergraduate or graduate school students, 37 in-service teachers, and 16 materials developers. The results showed (1) their awareness of copyright and the importance of copyright compliance was high while their basic and practical knowledge of the law was very low; (2) they often violate copyright law due to the lack of knowledge of the law; and (3) copyright infringement is widespread among the respondents. The study suggested the importance of copyright education and promotional activities in the ELT field.

Material Adaption 

Murray and Christison (2011) state that “…textbooks do not always drive the teachinglearning process, but rather provide a scaffold on which teachers and learners can build. Because textbooks are mostly written for a wide range of learners, teachers find they need to adapt a textbook that they or their institutions have chosen. This may include making changes to activities and texts in the textbook or supplementing the textbook with additional materials, either from other sources or written by the teacher”. In this context Richards (2002), states that commercial textbooks can hardly be used without some adaptation to make them more suitable for the particular context of their usage. Language teachers need to build this essential skill of adapting commercial textbooks in the following procedures: modifying content, adding or deleting content, reorganizing content, addressing omissions, modifying tasks, extending tasks etc. (as cited in Ahmed, 2016). 

References

Shameem Ahmed, Authentic ELT Materials in the Language Classroom: An - - Overview, Journal of Applied Linguistics and Language Research Volume 4, Issue 2, 2017, pp. 181-202
Danuta Nowak, 2013, Screenshots and copyright
Park, 2013. A Survey of Copyright Awareness of ELT Practitioners