the case for an interactive classroom - pixel...[7] murugaiah, p., & thang, s. m. “development...
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The Case for an
Interactive Classroom
Min Wang and Yvonne Pratt-Johnson, Presenters
St. John’s University USA
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Traditional ESL/EFL Classes
ò Roles of teachers and students
1. Teachers as “sages on the stage”
2. Students as passive recipients
ò The flow of information
1. Unidirectional
2. Monologue
3. Spoon-fed
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ESL/EFL Learning outcomes
Limited linguistic
knowledge and skills
Limited opportunities to
interact with classmates
Limited opportunities to
interact with English
Limited opportunities to
interact with the teacher
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Teacher - Centered Student - Centered
Knowledge transmitted from teacher to students
Students construct knowledge through gathering, synthesizing & integrating info
Students passively receive Students actively involved
Teacher is primary info-giver & evaluator
Teacher coaches & facilitates; evaluates learning with students
Culture is individualistic Culture is cooperative & collaborative
Teacher vs. Student Centered Learning
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THE INTERACTIVE CLASSROOM based on Bloom’s taxonomy (1956)
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Successful English Learning Classes
Seven Conditions for Success: ò Immersion
ò Demonstration
ò Expectations
ò Responsibility
ò Approximation
ò Employment
ò Feedback Brian, 1984
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Immersion
Language
whole
meaningful
purposeful
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Demonstrations
Modeling
Examples
Develop proficient and
culturally aware language users
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Expectations
Challenging
complex
Time-consuming
But, L2 learners can and will learn the language.
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Responsibility
Teacher
L2 learners
Learning Goal
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Approximation
Not Just for Being
Right
But for Being Close
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Employment
Practice English by interaction
with the language, the teacher, and
peers
guidance
scaffolding
mentoring
advice
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Feedback
Feedback
Maximize potentials
Raise awareness of strengths
Recognize areas for improvement
Identify actions to be taken
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The Interactive Classroom Approach
Students:
Participate as equal partners in an ongoing discovery process.
ò Students actively co-share responsibility in their
learning.
ò Additional characteristics of an interactive classroom: 1. Busy 2. Engaging 3. Noisy (sometimes) 4. Collaborative 5. Communicative 6. Negotiatory
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An Example of an Interactive Classroom
“The more the language actually comes from the students, the more it is learned through experimentation and discovery, and the more the students will be interested in it.”
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References
ò [1] Bloom, B.S. “Taxonomy of educational objectives”: The classification of educational goals”.
ò [2] Cambourne, B. “Language, learning and literacy”. Rigby, 1984.
ò [3] Commander, M., & de Guerrero, M. C. “Reading as a social interactive process: The impact of shadow-reading in L2 classrooms”, Reading in a Foreign Language, 25(2), 2013, 170.
ò [4] Huang, Y. M., Liang, T. H., Su, Y. N., & Chen, N. S. “Empowering personalized learning with an interactive e-book learning system for elementary school students”, Educational Technology Research and Development, 60(4), 2012, 703-722.
ò [5] Hüseyin, Ö. Z. “Teachers' and Students' Perceptions of Interactive Whiteboards in the English as a Foreign Language Classroom”, TOJET: The Turkish Online Journal of Educational Technology, 13(3), 2014.
ò [6] Mascolo, M. F. “Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation”, Pedagogy and the Human Sciences, 1(1), 3-27, 2009.
ò [7] Murugaiah, P., & Thang, S. M. “Development of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience”, The International Review of Research in Open and Distributed Learning, 11(3), 2010, 21-41.
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References
ò [8] Ozkose‐Biyik, C., & Meskill, C. “Plays Well With Others: A Study of EFL Learner Reciprocity in Action”, TESOL Quarterly, 49(4), 2015, 787-813.
ò [9] Razak, N. A., Saeed, M., & Ahmad, Z. “Adopting social networking sites (SNSs) as interactive communities among English foreign language (EFL) learners in writing: Opportunities and challenges”, English Language Teaching, 6(11), 2013, 187.
ò [10] Shen, L., & Suwanthep, J. “E-learning Constructive Role Plays for EFL Learners in China's Tertiary Education”. Online Submission, 49, 2011.
ò [11] Sun, Y. C., & Chang, Y. J. “Blogging to learn: Becoming EFL academic writers through collaborative dialogues”, Language Learning & Technology, 16(1), 2012, 43-61.
ò [12] Türel, V. “Design of feedback in interactive multimedia language learning environments”, Linguistik online, 54(4), 2013.
ò [13] Woolf, B. P. “Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning”. Morgan Kaufmann, 2010.
ò [14] Yanguas, Í. “Oral computer-mediated interaction between L2 learners: It’s about time”, Language Learning & Technology, 14(3), 2010, 72-93.