ticer amie: 2012

Form: 2 Cemerlang Date: 20^th Jan 2012

Subject: English Language Time: 11.15 - 12.25 pm

Title: Learning verbs from songs (Grammar) Level: Intermediate to Advance

Language skills: listening, reading and writing

General Objective(s):

- Students will be exposed to rules and examples of verbs

Specific Objective(s)/ Aims:

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

1. Recognise the rules of Verbs

2. Identify Verbs from songs' lyrics

3. Provide own examples from the Verbs found

4. Complete the table by giving correct answers based on the rules of Verbs.

Educational Emphases:

-Values and Preparation for the real world

Technical Requirements

1. Handouts 2. Whiteboard 3. Internet

Websites:

1. http://www.metrolyrics.com/
2. http://oxforddictionaries.com/

Language Content:

-Verbs

Previous Knowledge:

-Students were taught and discussed on pronouns and tenses

Teaching Procedures:

Stage	Instructional Activity	Learning Activity
Set Induction (5 minutes)	1. Teacher greets the students 2. Teacher introduces new lesson that is about identifying Verbs in sentences. 3. Teacher shows table of rules for Verb and explain the rules.	1. Students greet the teacher 2. Students respond to the questions
Development (60 minutes)	Activity 1 (20 minutes) 1. T shows an extract from a movie synopsis 2. Teacher demonstrates how to apply the rules of identifying the Verbs in the extract. - Teacher will point out the verbs from the extract. - Teacher asks students why she picked up the words. - Teacher asks for the meanings from the students/ teacher writes the meaning on the board and asks students to copy down. Activity 2 (40 minutes) 1. Teacher asks students to open Google Chrome and go to the website: http://www.metrolyrics.com/ 2. Teacher lists a few song titles and ask students to search for the songs on the website. Each student has to choose one song. 3. Teacher asks students to search for the lyrics. 4. Teacher asks students to copy the lyrics into Microsoft word. 5. Teacher asks students to identify the Verbs appear in the lyrics. 6. Teacher asks students to pick up all Verbs that they can find from the song and put it in a table of vocabulary provided by the teacher. 7. Teacher asks students to find the meaning of the verbs found using dictionary online from: http://oxforddictionaries.com/ 8. Teacher asks students to complete the task sheet given using Verbs found. 9. Teacher asks students to present 2 new verbs to the class and to be done individually. 10. Teacher facilitates the presentation.	1. Students listen and respond. 2. Students write down the vocabularies given by the teacher 3. Students do the activities
Conclusion (5 minutes)	1. Teacher gives task for their homework and recaps on the lesson.	1. Students recall what have been learnt.

Follow-up activity: Students are required to prepare a one day diary that comprises his or her family activity and list out the verbs that can be found from the excerpt

Self-evaluation:

……………………………………………………………………………………………………

Supervisor’s Comments:

……………………………………………………………………………………………………

TABLE OF RULES

Verbs are words which describe an action.

Example: read, write, discuss, speak

Types of verbs:

· verb-to-be – is/are/was/were

· verb-to have – has/have/had

· verb-to do- do/ does/did

· modals- can/could/would/should

· transitive verbs (with object)- eat/play/buy

· intransitive (without object) – run/sleep

An example of movie synopsis

List of songs:
- Grenade by Bruno Mars
- It's Gonna Be Me by N'sync
- Firework by Katty Perry
- Baby by Justin Bieber
- A Thousand Miles by Vanessa Carlton

Type of verb	Verbs found	Meaning	New sentence
Transitive verb	Eg: crawls	Move forward on the hands and knees or by dragging the body close to the ground	The baby crawls from the kitchen to the living room
Transitive verb
Transitive verb
Transitive verb
Transitive verb
intransitive
intransitive
intransitive
intransitive
intransitive
Intransitive
modals
modals
modals
modals
verb-to do
verb-to do-
verb-to do
verb-to have
verb-to have
verb-to have
verb-to-be
verb-to-be

Anonymity in Blended Learning: Who Would You Like to Be?

By -Terumi Miyazoe and Terry Anderson

This research was conducted by Terumi Miyazoe and Terry Anderson. The first researcher was also the designer and teacher while the second author informed the research design and method. A mixed-method of quantitative and qualitative approaches was applied to balance the interpretation without interfering with the students’ learning as much as possible. This research examines the learning outcomes associated with implementing discussion forums and blog writings using pseudonyms in blended learning. This paper provides a research framework to clarify the position of anonymity in writing instruction that it was conducted in English as foreign language (EFL)/English as second language (ESL) contexts. Highlight the issue of online anonymity as a viable instructional and research topic in blended learning. Anonymity or masking one’s identity has been used as a teaching strategy designed to induce higher writing production and to lower anxiety in face-to-face writing instruction. This research was conducted due to small numbers of research that have been done regarding anonymity in blended learning.

The methodology of the research consists of teaching and evaluation. The course content or teaching part was an introduction to English for Academic Purposes (EAP), covering reading, listening, speaking, and writing skills. Students who participated in this research presented an unbalanced English language skill set of generally high-level reading skills but poor speaking and writing skills when entering the university. The course followed a blended format: face-to-face meetings were planned for content-based reading, topic-based speaking, and video presentations, whereas online portions were reserved for writing. Students were given two opportunities for topical discussions using online forums as grade-bearing assignments and blog writing as optional activities. The students decided on a topic for discussion and they were required to write in English on the system. One or two volunteer students were asked to moderate the forum discussions. The teacher merely observed the online activities throughout the semester so as not to interfere with the students’ natural interactions. Students were allowed to use pseudonyms of their choice. Students’ identities were concealed from the instructor throughout the semester, but at the end of the semester, they were asked to report their pseudonyms (to the instructor) for grading purposes. Five data sources were used for triangulation: 1) pre-/post-course English proficiency tests, 2) paper-based survey regarding one’s pseudonym and online writing experiences, 3) semi-structured interview on the course experience including pseudonym usage, 4) students’ writings on the blog or forum, and 5) attendance records of the students and teacher’s notes on class management. Each test consists of 60 questions ranging from beginner to advanced levels. A total of 15 students (five from each class) volunteered for the interview, which was conducted by the instructor/researcher a week after the final examination day. The survey was administered at the end of the course using a five-point Likert scale.

The subject or sample for the research takes a total of 63 students (males 37: females 26) from three different classes in one university participated in the study. These students were taught by the same instructor. The course lasted for one 15-week semester in the spring of 2008. The class meetings were held in a classroom where one computer per student was provided.

The findings of the research has been stated that online writing assignments using pseudonyms can be an effective teaching strategy that induces higher online participation, especially among students who are hesitant to participate in a traditional classroom setting. In this anonymous context, students prefer gender-free pseudonyms, assuming no human identities online, in contrast to a previous research that considers pseudonyms as a form of expression of one’s preferred identity. The students also perceived that both forum and blog writings were useful in improving their writing skills and strengthening their ability to comprehend forums and reflect on blogs. The opportunity to use pseudonyms was also highly appreciated. This means that using pseudonyms can be a useful English proficiency of students was recorded.

This paper will reflect on my personal reaction towards this research. It is found that, the experiment done on the students is very interesting. It is because; no research has been made on blended learning which resulting in no solid proof of the usefulness of blended learning. The research is well conducted that the researchers tries their best to eliminate extraneous variables that might contaminate the results. Besides, there are 5 sources of getting data that the researchers use that might cover every aspect in assessing students’ competency and transparency in responding to the experiment. It is also a good reference as it uses ESL as the main subject or medium for the blog writing.

This research is seen as a good platform for blended learning to be applied in our country as well as in our faculty. This is due to the approach used while conducting this research. For example, there was no intervention from the teachers in the forum resulting in lessen hesitation of the students in showing their true competency in writing. Undisrupted process of learning may promise a good result as the learners are given conducive and supportive learning environment that enable them to learn effectively. Intervention is a good approach in helping weak students. However, it is best to let the students especially adult learners to discover and explore on their own comfortable pace and style. Since the researchers assign two students to initiate the discussions, it conceals the functions of the students as monitors as they are similar in terms of age, level of maturity, and communication styles. Even though the teachers are not involved in giving input or help the students, yet they can still learn and explore within that circle of the virtual friends. So, this situation is supported by Stephen Krashen’s Monitor Hypothesis (1982), which says that “the ‘monitor’ is involved in learning, not in acquisition. It is a device for ‘watchdogging’ one’s input, for editing and making alterations or corrections as they are consciously perceived... only one fluency is established should an optimal amount of monitoring, or editing, be employed by the learner”. So, this supports the precautions taken by the researchers in order to ensure that the subjects would not be disturbed with anxiety and intimidations. In addition to this, learners of second language should be given opportunity to explore the language by themselves. According to Krashen’s Acquisition-Learning Hypothesis, “adults should acquire L2 just as children do – be given opportunity to ‘pick up’ a language and shouldn’t be forced to ‘study’ grammar in the classroom”…. “fluency in second language performance is due to what we have acquired, not what we have learned”. This explains why I second the researchers’ strategy of not intervening into the online forum discussion. Students learn best when they do not realize it. When it happens naturally, the information will be stored longer in their memory. Thus, we can say that acquisition is better than learning in the sense that the learners are able to make meaningful meanings to what they discover. ESL is already a challenge for non-native speakers. They have to use strategies in order to adapt the culture as well as to understand how the language works. While understanding the language itself is already hard for them, opportunities should be given to them to use their own strategies in getting as much knowledge as possible about the language. Learning second language is not as easy as acquiring first language. Many have proved that children are very fast in acquiring their first language. It is because; they acquire it through informal or unforced environment. Up to certain extent, it enables them to make mistakes as they do not have to worry of anyone who might judge their level of competencies. Again, it is good to let the students to learn through acquisition or indirect learning with no interventions as if they are learning second language through acquisition.

Besides that, there are advantages in applying this experiment or method of anonymity blended learning. One of it is that; when the students have mutual trusts between each other that they are not influenced by their personalities, the learning environment will become more interesting, supporting and welcoming. It is due to the bonds created indirectly within the group that the members will feel supported and belonged to a group. This is complying with psychological theory which everyone needs to be recognized as part of a group or society. This is well explained in Erik Ericson’s theory which he states the stages of humans’ conflicts. Along the stages that go together with the age of a person, the requirement for each stage will become more crucial to the person’s self image. For example, during adolescents and young adults, they will face conflicts such as; identity versus role confusion and intimacy versus isolation. So when they have problem of low self esteem in normal classes, they cannot establish positive image of themselves. When this happens, they will lose their sense of identity and will tend to have no stands to protect themselves. Using anonymity in writing helps very much that students will have more chances to voice out their opinion without being judged based on their gender or physical attributes. Thus, it is a good way to have anonymity in blended learning that it helps these helpless students to learn without any disturbances. On the other hand, when they have the intimation that they are no longer isolated, they will be happier and that will affect how they will learn.

As Malaysia has grown to becoming interactive in using computers and internet, opportunities should be grabbed in attracting students to explore technology in a good and beneficial way. This is obviously proved with the increasing number of users of social networks such as Facebook, Twitter, Skype and etcetera. Looking at this new trend, teachers and educators should think of new methods that incorporate the use of technology in teaching especially ESL. Teachers should make use of roles of computers in shaping and polishing students’ language skills such as; listening, writing, reading and speaking. By having these new methods; through e-learning, video chat, e-tutorial and etcetera, features of the lecture can be varied. The materials used can come from various sources and can be made interesting with pictures, sounds, animations and videos. This is much helpful rather than traditional methods using textbooks and static pictures. From here, we can say that using the technology such as computer and internet is another approach in teaching and learning. However, good characteristics of CALL programs should be emphasized so that it will benefit learning as well as make it more effective ways of teaching and learning.

In our faculty, we are encouraged to use blended learning in assisting students and the lecturers too that is through i-learn. It should be helpful when students can learn on their own paces and voice out their individual thoughts. In the meantime, they can actually surf the net to get necessary information needed during discussions. In terms of anonymity, this is also applicable to the students in blended learning as it may help students who are inhibitions in speaking during normal face-to-face class time. As lecturers can track students’ participation, this method also allows students to keep track of their discussions. This should be adopted into the learning culture as the use of internet and technology has become prominent in our lives. Students need to be made familiar with the changes and improvement in technology which will make their learning to be more effective, efficient and meaningful. In conclusion, the use of blended learning in ESL is beneficial and effective to be applied.

References

Terumi Miyazoe1* and Terry Anderson, 2011. Anonymity in Blended Learning: Who Would You Like to Be? Retrieved on 13^th April, 2012.

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press

McLeod, S. A. (2008). Simply Psychology; Erik Erikson | Psychosocial Stages. Retrieved 14^th April 2012, from http://www.simplypsychology.org/Erik-Erikson.html

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