English Vocabulary Supporting Skill-Reading - Case Study Example

MA TEFL TECHNOLOGY IN TEFL Rationale for the Program Declaration I declare that this assignment is entirely my own work, and that I have not used other people's ideas, images, or words without making this clear and giving a full reference. Signature .................................................... I have checked spelling and grammar electronically I have double checked all references I have submitted an electronic copy of this assignment to the unit tutor Rationale for the Program Table of contents: 1. Introduction.....................................................................................4 2. Learning Context...............................................................................5 3. Rationale.........................................................................................10 4. Conclusion......................................................................................13 5. Bibliography..................................................................................14 Rationale for the Program 1. Introduction The aim the exercise is to develop a rationale for the hot potato based Jquiz based, ‘reading and vocabulary test’ that was developed. Indeed, this study has captured the rationale and rationale behind the formulation of the ‘Reading and Vocabulary Exercise’ . The program was based on the Hot potato software format of multiple choice style answer questions. In this context, the students were offered questions testing their reading ability, and their understanding on a number of vocabularies in English. The program has captured a number of questions allowing the students to have a direct experience with a number of texts that would enable them learn new ideas on the comprehension of English language, and key vocabularies that are used in this language. Using the multiple question answer format allowed the students to engage their mind in the efforts to settle to the right answer. This question format works well among the students who are above the intermediate level due to the basic knowledge that such students have on English language. The students who have passed the intermediate level of learning are in a position to understand the language used in the exercise. The multiple question exercise provides an opportunity for these learners to catch up with the concepts taught, and the make decisive actions on the best responses to the questions. Indeed, the developed program has successfully captured the key needs that students of English would love to grasp, as regards reading and vocabulary. Reading and vocabulary are critical aspects of any language. This is because every internationally recognized language has its way of reading with unique vocabularies that must be understood to give meaning to the language. Through the developed reading and vocabulary exercise, the students will be exposed to the challenge of hacking new vocabularies, and relating the terms to their meanings. On overall, the program will be effective in making the learners grasp new terms and be eloquent in using English language for communication. In my view, the designed exercise is appropriate in allowing the students interact with the concepts that are taught. The well selected questions have captured diverse areas of learning making students who will compete the exercise well versed in English language. The desire of many of the learners is to grasp the English language and be in a position to easily communicate with others with accuracy and fluency. Through taking the program, the learners will be equipped with the common terms and vocabulary used in English conversations. In addition, the students will be in a position to read and comprehend English language texts, and further help others who are not conversant in this language (Nakata, 2006, p. 43). 2. Learning Context Type of Lesson: English vocabulary Supporting skill-reading Level: Intermediate and above Time: 40 minutes Class Profile This learning program has focused 15 class members aged 18-25 years. Out of the 25 students, 10 are male with five female students. This representation is critical in facilitating the discussions and presentations that will be conducted at classroom and group level. The representation of both genders would allow for interaction among the learners and a learning context characterized by positive exchange of knowledge that will add value to the learning outcome. All the student participants will be positioned in a context where they will have to give and take to facilitate the learning process to be a success. The number is manageable in terms of group discussions and will allow for sufficient information to be shared among the students and the instructor. It will also make it easy for the instructor to offer guidance on personal weaknesses that students may experience as they learn English language. The program will be delivered at the onset of week four of the course to handle the learning challenges on reading and vocabulary. In this period, the learners would already have interacted with other basic concepts of English language, reading and comprehension. The students will have basic knowledge on the language, which will set base as they add up with the key concepts on reading and comprehension. The students would have by this time be prepared to tackle advanced vocabularies in the English language, and to take on reading exercises with ease and convenience, a move that will add to the effectiveness of the learning process (Coggins, 2007, p. 56). The class will begin by bonding activities, where different learners will have the opportunity to know one another, and feel at ease to take on the challenges ahead. This will help the challenges in hesitance and difficult in communicating with one another, by the virtue that some of the students may not have interacted before. The process of bonding before any classroom learning activity is critical in allowing the learners to feel free in the learning process, an important component in creating the right atmosphere for learning. Through creating free but positive learning interaction, the students will gain the needed confidence that will allow them to participate well in the learning process (Haynes, 2007, p. 47). Having most of the learners at intermediate level, most of the learners have basic grip to English language, but are trying to get grip with new terms of speaking. The reading and vocabulary exercise will provide an opportunity for these students to improve on their comprehension skills. An improvement in the learner’s comprehension skills will be a key move in allowing the learners to experience an easy time in using English language in a practical sense. Comprehension is a critical element for one to grasp in order to practice a language and in this case it is would add value to the learning process (Wilkinson, C 2011, p. 54). Needs There are a number of needs among the learners that have necessitated the development and implementation of this program. These include the need to improve the conversational skills in English language. This is because the program will improve the student’s fluency and accuracy in the use of English language. Improved fluency and accuracy in the use of English language will allow the students to connect with the language, and experience an easy time in conversing using English language (Hansen-Thomas, 2009, p. 44). Secondly, the other need for the program is that of boosting the confidence of the students in using English language in handling a number of things. Proper use of English language demands that learners have the required confidence in handling the language. Through improved confidence of the learners, then they will experience an easy time in handling different items that may arise from time to another. It will also help the students in interacting and communicating with others, through the English language. Continued practice of the language will lead to improved results from the practice of the language in different settings (Ellen & Karka, 2009, p. 56). Third, this program was created to satisfy the need for improved articulation among the English language learners. A number of English language learners experience challenges in articulation, especially in the context of foreign language speakers. This program will play an important role in allowing the students be exposed to reading and vocabulary that will boost their articulation of the language. Ultimately, this would lead to better use of the English language among the learners who have passed through the exercise. Strengths and Weaknesses Reading and vocabulary are key aspects of a language that affects one’s understanding of a given language. The strengths of this program are diverse. One of the strengths of this program is that the intermediate students are versed with English language, so the instructor is left with the task adding new knowledge on the student that will allow the student to now use the language. This is a key strength of this program for the instructors will find it easier to take the learners through the concepts at the new level (Genesee, 2006, p. 47). Secondly, all students were conversant with IT computer technologies allowing them to have a good experience from the learning process. Knowledge on computer applications made it easier for the learners to respond to the questions through the computers. It was good knowledge in enabling the learners to answer the questions with comfort, an important aspect that may affect performance. When students find a good and familiar environment for learning, through having the rights skills and knowledge needed for effective response to the questions, then they are in a position to do better (Rojas, 2007, p. 43). The other strength of this program is that the exercises were organized in a multiple question answer format. There are diverse benefits of employing multiple choice tests. First, this type of often require less time to administer, as compare to the otherwise tests, which require written responses. This will give the instructor an ample time to go through the responses of the students and to know the areas that were well understood, as well as, tne areas of difficultly. This can be helpful in providing necessary guidance in setting subsequent exercises (Tomlinson, 2010, p. 44). In addition, this test format has been proven to result in a more comprehensive evaluation of the student's extent of knowledge and skill on English language comprehension. Through this test, greater level of efficiency can be created by allowing the learners to recall the concepts that were taught in class, and the way of applying these in English language. The use of multiple choice question provides a better measurement tool that can be used to ascertain the level of language that a learner has gained, alongside giving the learner the opportunity to recall key items that were shared in the classroom context (Wilkinson, 2011, p. 56). The use of multiple choice questions also works best in reducing the level of subjective bias that teachers may have in assessing the paper. This is because this style of answering the questions will not compel the teacher to interpret the answers. Instead, the test graders will be graded purely on their selections of the right responses. This plays a key role in minimizing the level of teacher bias on the results that will be obtained. It may also work best in boosting the confidence of the students on the results that will be given to them, for the students will know that the results are not dependent on the teachers attitude or choice (Haynes, 2007, p. 47). Finally, this mode of conducting the exercise also provides an opportunity for the responses of the students to be relied with clarity. The high level of knowledge on computer application in responding to the questions through a worksheet also makes the responses to be relied upon with clarity. This will add to the quality of accuracy in measuring the outcomes of the performance of the learners, and thus a preferred mode of teaching and assessment for English learners (Maxom, 2010, p. 44). On the other side, this program has a number of weaknesses. The first weakness of the program is on the few learners with cognitive challenges, especially with regard to recalling the items that are discussed may find it difficult in handling the test. Such learners may find it difficult to select the right responses for the question asked, and this may work against their actual performance. In this context, such learners may prefer assessments where they are given an opportunity to write down the concepts they can recall in their mind, as opposed to selecting the right responses to the questions at hand. Secondly, the program was more focused on students above intermediate level, and may be an uphill task for student below this level. In other words, it may not continue to be applied when the course begins to involve learners who are below the intermediate level. This mode limits the instructor to some kind of learners with limited flexibility in handling new kinds of learners at a lower level who may not comprehend the assessment as required (Rosebery, 2008, p. 54). The other disadvantage of the multiple choice test used in this program is the possible ambiguity in the way the students may interpret the items. Failure in interpreting the information provided by the may result in the respondents picking on the incorrect responses. This may be explained using the term, ‘multiple guess’, which has been widely used to explain this situation, where the students may engage in guess work, as opposed to selecting the right responses. In addition, this form of measurement limits the measurement of the students knowledge on the question, where the students will receive no credit for knowing the information in the event that they select a wrong response. Finally, this method provides a challenge to students who are not capable of answering a specific question, for such students may simply select a random answer and by chance receive a make for it. This limits this test from reflecting the true picture of the knowledge of the learners in handling different aspects (Dudeney & Hockly, 2009, p. 52). 3. Rationale The approach adopted in this rationale is that of a hot potato based Jquiz on ‘reading and vocabulary exercise’. The ‘focus of this form of exercise is to develop the ability of the students to recall concepts and apply them in the exercise. This works well within the developed learning program and the quiz developed, for the learners are in a position to apply their reading and vocabulary skills throughout the process. In perspective of the program developed, using the hot potato Jquiz basedmultiple question answer format allowed the students to engage their mind in the efforts to settle to the right answer. This question format works well among the students who are above the intermediate level due to the basic knowledge that such students have on English language. The students who have passed the intermediate level of learning are in a position to understand the language used in the exercise. The multiple question exercise provides an opportunity for these learners to catch up with the concepts taught, and the make decisive actions on the best responses to the questions (Nakata, 2006, p. 41). Jquiz Multiple Question-Answer Exercise The proponents of the Jquiz multiple question-answer exercise have emphasized on the need for English learners to recall the concepts that were taught. They empathize on the ability of the learner to recall as an important ingredient in allowing the learners to grasp a language. In this context, the exercise provides a platform for learners to recall the concepts taught by picking on the appropriate answer among the answer options that are provided in the exercise (Orloff, 2009, p. 48). This form of exercise allows the students under the program to relate with their previous learning experiences, and background knowledge. It allows the students to recall the key concept that were shared in the classroom either among the learners or from the instructor. It is critical for the students to have an experience with their background knowledge on English language, and build on this experience as they take on the exercise. The ultimate benefit is that the students will be at a position where they can comprehend the language in their real life context (Wilkinson, 2011, p. 47-59). Explicit teaching and accuracy development This learning program may also be defended by the virtue that it has focused on ‘explicit teaching and language accuracy development’. Continued taking of the designed reading and vocabulary exercise would lead the students to have a grasp of critical vocabularies used in English. It also plays a key role in allowing an individual to build on their accuracy in reading and understanding terms in English (Genesee, 2006, p. 45-62). Autonomous learning Another key aspect of this program that comes evident is the issue of autonomous learning. In this program, the teachers have the liberty to provide room for the learners to learn on their own. The students may be in a position to learn on their own through engaging in joint assignments, and discussion. Classroom interaction among the students may also work best in allowing the students to be more accurate and fluent in speaking English language (Orloff, 2009, p. 44). Interaction with the computer and other learners Interaction is essential in the communication-driven approach of reaching out to English language students. The hot potato Jquiz based, ‘reading and vocabulary exercise’ provided a platform for the students to interact with their computers; by the virtue that the program is a software program that allows the user to develop multiple answer questions on said topics. The program allows English learners to interact with computer as they respond to the questions (Genesee, 2006, p. 61-78). The Role of the Teacher In this program, the teacher plays a big role of facilitating classroom discussion and exchanges that will promote learning. The teacher provides the atmosphere where the students can interact with knowledge among themselves, as well as, with the teacher. The teachers also have the principal role of ensuring that learners take on the quiz exercises under the right atmosphere. This is by ensuring that all learners are comfortable to take the exercise, and have the required resources for the same (Orloff, 2009, p. 56). 4. Conclusion Conclusively, the hot potato multiple question based ‘reading and vocabulary exercise’ developed will be effective in helping the students grasp key knowledge on reading and vocabulary. For the learners of English language, it is critical for them to be conversant with the vocabularies used in the language, as well as, the articulation of English words. The developed reading and vocabulary exercise provides a platform for English language students to interact with the critical concepts and terms used in the English language. This exercise will enable the students to learn in an effective way, for it is both learner and teacher centered. The students will have the opportunity to learn from the instructors during the classroom lesson, and engage in taking the multiple answer questions on their own. On overall, the program is worth implementing in teaching reading and vocabulary (Rojas, 2007, p. 55). Bibliography Cappellini, M 2005, Balancing Reading & Language Learning. London: Stenhouse Publishers. Calderon, M 2007, Teaching Reading to English Language Learners. London: Corwin Press. Chapelle, C 2003, English Language Learning and Technology. London: John Benjamins Publishing. Coggins, P 2007, English Language Learners in the Mathematics Classroom. London: Corwin Press. Dudeney, D. & Hockly, N 2009, Learning English as a Foreign Language. NewYork: John Wiley & Sons. Ellen, G. & Karka, H 2009, Essentials of Business Communication for English Language Learners. London: Cengage Learning. Genesee, F 2006, Educating English Language Learners. London: Cambridge University Press. Haynes, J 2007, Getting Started with English Language Learners. London: ASCD. Hansen-Thomas, H 2009, English Language Learners. NewYork: IAP. Maxom, M 2010, Teaching English as a Foreign Language For Dummies. NewYork: John Wiley & Sons. Nakata, Y 2006, Motivation and Experience in Foreign Language Learning. London: Peter Lang. Orloff, D 2009, Hands-On English Language Learning. London: Portage & Main Press. Pierce, V 2003, Assessing English language learners. NewYork: National Education Association. Rosebery, A 2008, Teaching Science to English Language Learners. NewYork: NSTA Press. Rojas, R 2007, Strategies for Success with English Language Learners. NewYork: ASCD. Vaughn, S. (2007). Reading Instruction for English Language Learners. London: ASCD. Scrivener, J 2005, Learning Teaching. London: Macmillan. Shepard, W 2013, Christian Faith and English Language Teaching and Learning. London: Routledge. Tomlinson, B 2010, English Language Learning Materials: A Critical Review. NewYork: Bloomsbury Academic. Wilkinson, C 2011, The Education of English Language Learners. NewYork: Guilford Press. Read More