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Scenario 4- Canva (Harith, Patricia, Janet Tan)

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Scenario 4- Canva (Harith, Patricia, Janet Tan)

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A. Importance of Writing Essays Based on Infographics Using Canva

Infographics in TESOL classrooms enhance writing skills by making data accessible and engaging. They help students understand and retain information, crucial for essay writing (Maamuujav, Crossley, & McNamara, 2019).

B. Designing an Infographic on Daily Routines Using Canva

Title: Daily Routines

Sections:

Morning: Waking up, breakfast, getting ready.

Afternoon: Classes/work, lunch, break.

Evening: Dinner, family time, bed.

C. Writing Prompt

Prompt: Write an essay on the importance of a structured daily routine using examples from the infographic.

Lesson Objective

At the end of the lesson, students will be able to analyze and synthesize information from an infographic to write a structured essay on daily routines.

Challenges for TESOL Teachers

Technical Issues: Internet and device access (Queensland Institute, 2023).

Digital Literacy: Familiarity with Canva and basic computer skills (Queensland Institute, 2023).

Competencies Needed

Basic Computer Skills

Familiarity with Canva

Instructional Design

Canva: https://www.canva.com/design/DAGX7664l2g/wjoEPUxRzfmW-vRQc5C2uA/edit?utm_content=DAGX7664l2g&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Maamuujav, U., Crossley, S. A., & McNamara, D. S. (2019). The effects of text cohesion on L2 writing proficiency. Journal of Second Language Writing, 45, 100-110.

https://www.researchgate.net/publication/227622365_Predicting_second_language_writing_proficiency_The_roles_of_cohesion_and_linguistic_sophistication

Queensland Institute. (2023). 5 ways to use Canva in the language classroom. Retrieved from Queensland Institute.

https://thequeenslandinstitute.com/news/using-canva-in-the-language-classroom

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1. Importance of vocabulary retention using the selected technology tool (QUIZLET) in this context

Vocabulary retention is crucial in TESOL as it directly impacts students' ability to understand and use the language effectively. Using Quizlet, a digital flashcard tool, can enhance vocabulary retention through interactive and engaging methods. According to academic literature, digital flashcards can improve memory retention by leveraging spaced repetition and active recall techniques.

2. Create a Quizlet flashcard set on a TESOL topic (e.g., academic vocabulary or phrasal verbs)

Share the Game Code:

A game code will be generated. Share this code with your team members so they can join the game.

Team members can join by going to quizlet.live and entering the game code.

Form Teams:

Quizlet will automatically assign team members. Each team will have a mix of students to promote collaboration.

Play the Game:

The game will display a term on each team member’s screen, but only one member will have the correct definition. Teams must communicate and collaborate to match the terms with the correct definitions.The first team to correctly match all terms wins the game.

Learning Through Flashcards and Match Game

Flashcards: Students learn phrasal verbs by repeatedly testing themselves with definitions and example sentences.

Match Game: In "Quizlet Live," students collaborate to match terms with definitions, reinforcing their understanding through teamwork and active engagement.

Quizlet:

https://quizlet.com/my/977735160/common-phrasal-verbs-and-their-meanings-flash-cards/?i=691rra&x=1jqt

3. Experience how the tool works in real-time.

Collaboration: Students work together, enhancing teamwork and communication skills.

Immediate Feedback: Students receive instant feedback on their answers, helping them learn and correct mistakes in real-time.

Objective:

At the end of this lesson, students will be able to effectively use Quizlet to study and review vocabulary through interactive flashcard sets and participate in "Quizlet Live" games to enhance their vocabulary retention through collaborative and interactive learning.

Possible challenges:

a.Technical Issues: Potential for technical difficulties, such as internet connectivity problems or device malfunctions.

b.Student Engagement: Some students may find digital tools distracting or may not engage with them as intended.

c.Access and Equity: Ensuring all students have access to the necessary technology can be challenging.

Digital Literacy and Competencies TESOL teachers needed

a.Basic Digital Skills: Ability to navigate and use digital platforms and tools.

b.Information Literacy: Skills to evaluate and use digital content effectively.

C.Adaptability: Willingness to adapt to new technologies and integrate them into teaching practices.

Conclusion:

To effectively use Quizlet, users need a combination of digital literacy skills and specific competencies. Digital literacy skills include basic computer skills, internet navigation, software proficiency, information literacy, and online safety and privacy awareness. Competencies required are collaboration skills, critical thinking, adaptability, self-motivation, and language proficiency. These skills and competencies enable users to navigate Quizlet, create and manage flashcard sets, participate in "Quizlet Live" games, and enhance their learning experience through interactive and engaging methods.

4.References：

L. Václavík. (2020). The role of Quizlet in learning business vocabulary..

Emad A. Alghamdi. (2022). Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention. Research Anthology on Developments in Gamification and Game-Based Learning.

Atmasari. (2019). THE EFFECT OF QUIZLET APPLICATION TO IMPROVE STUDENTS’ VOCABULARY MASTERY..

Thi Thu,Huong Ho,Satomi Kawaguchi. (2021). The Effectiveness of Quizlet in Improving EFL Learners’ Receptive Vocabulary Acquisition. Asiatic: IIUM Journal of English Language and Literature.

Jonathan Serfaty,Raquel Serrano. (2023). Lag effects for foreign language vocabulary learning through Quizlet..

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Scenario 3: Using Padlet for Speaking Activity

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Scenario 3: Using Padlet for Speaking Activity

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A. The importance of speaking practice using Padlet for speaking practice in non-participative live class discussion:

Enhances Communication Skills (Alastal et al., 2022).

Facilitates Interaction (Alastal et al., 2022).

Raising Interest and Motivation (Karki, 2024).

Digital Skills Development (Karki, 2024).

Encouragement of Opinion Expression (Naja & Dangin, 2024).

Boosts Confidence (Villarama et al., 2024).

Supports Diverse Learning Styles (Ramadhani et al., 2023).

B. Padlet lesson: https://padlet.com/dnurhani/describe-your-dream-vacation-ztn1x519jjpcjrsu

C. Sample of voice response to prompt: https://padlet.com/dnurhani/describe-your-dream-vacation-ztn1x519jjpcjrsu/wish/PR3NWxbjy5gLQb0O

1. Objective:

At the end of the lesson, student will be able to demonstrate improved speaking fluency and confidence by recording a 1-2 minute voice response utilizing descriptive vocabulary and proper sentence structures by using Padlet.

2. Challenges:

Technical Issues: Connectivity problems or difficulty accessing Padlet may hinder participation.

Student Hesitation: Some students may still feel anxious about recording their voices.

Time Management: Providing personalized feedback on multiple responses can be time-consuming.

Training Needs: Teachers may need time to become familiar with Padlet’s features.

3. Digital Literacy and Competencies for TESOL Teachers

Technical Proficiency: Ability to create, manage, and customize Padlet walls for specific activities.

Facilitation Skills: Familiarity with strategies for providing constructive feedback on digital platforms.

Creativity: Designing engaging and accessible speaking prompts that cater to students’ interests and proficiency levels.

Cultural Sensitivity: Ensuring prompts and feedback are inclusive and appropriate for diverse learners.

Understanding Privacy Settings: Ensuring students’ contributions are secure and only visible to intended participants.

References:

Aini, Laily, Naja., Dangin, Dangin. (2024). Optimizing Students' Speaking Ability Using Padlet in Giving Opinion at Indonesian Junior High School: A Classroom Action Research. doi: 10.31539/leea.v7i2.8887

Ayu, Sinta, Ramadhani., Utami, Karyawati, Dewi., Mufida, Syahnaz., Jimmy, Ezekiel, Kihwele. (2023). The Effectiveness of Using Padlet in Collaborative Writing Based on Students’ Perceptions. Child Education Journal, doi: 10.33086/cej.v5i1.3767

Joseph, Villarama., Karen, Jean, C., BARCELITA., Ramil, V., PILIEN., Winnie, Alexa, V., CRISANTO. (2024). Padlet: post-pandemic avenue for a more dynamic language and literature learning through enhanced technology integration. Issues in Language Studies, 13(1):304-321. doi: 10.33736/ils.6149.2024

Mahmoud, Alastal., Alaa, A, Aladini., Mahmoud, O., Jalambo., Hosni, Alattal. (2022). The impact of using the padlet application on improving 7th graders' english speaking and deductive thinking skills. European Journal of English Language Teaching, 7(2) doi: 10.46827/ejel.v7i2.4233

S, Karki. (2024). Using Padlet in Secondary English Language Classroom: Perceptions and Practices. 1(1):153-174. doi: 10.3126/jovac.v1i1.68064

Liu, M., & Chen, Y. (2019). “Challenges of Using Digital Tools in Language Learning: A Case Study of Padlet.” The Asian EFL Journal, 21(1), 44-58.

Bermingham, M. (2020). “Digital Literacy and Competency in TESOL: The Role of Technology in Language Teaching.” TESOL Journal, 11(3), e00452 doi: 10.1002/tesj.452

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Scenario 2: You are a TESOL teacher who wants to use an e-reading platform, such as CommonLit or ReadWorks in the classroom to provide differentiated reading materials and comprehension questions.  

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Scenario 2: You are a TESOL teacher who wants to use an e-reading platform, such as CommonLit or ReadWorks in the classroom to provide differentiated reading materials and comprehension questions.  

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1. Lesson Objective

At the end of this lesson, students will be able to engage with the same topic at varying levels of difficulty by reading differentiated texts using the CommonLit platform, improving comprehension and critical thinking skills relevant to their language proficiency level.

2. Challenges TESOL Teachers May Experience

a. Technical Issues:

Problem: Internet connectivity problems or device malfunctions can interrupt lessons.

Solution: Have backup materials (e.g., printed versions of texts) and ensure tools are pre-tested before use.

b. Digital Literacy:

Problem: Students might struggle to navigate the platform efficiently.

Solution: Provide a brief tutorial or guided walk-through on how to use the tool.

c. Engagement:

Problem: Students might lose focus or motivation while working digitally.

Solution: Incorporate interactive activities and discussions to maintain engagement.

d. Equity:

Problem: Some students may not have consistent access to devices or the internet outside school.

Solution: Allow time for tool use during school hours and explore offline functionalities if available.

3. Digital Literacy and Competencies Required by TESOL Teachers

a. Technical Proficiency:

Teachers need to know how to assign texts, analyze student performance data, and troubleshoot minor technical issues.

b. Content Curation Skills:

Selecting texts that align with students' linguistic abilities, cultural contexts, and interests is crucial for engagement and learning.

c. Pedagogical Integration:

Teachers must align the use of CommonLit with lesson goals, ensuring the tool complements and enhances the lesson rather than replacing effective teaching strategies.

d. Adaptability:

Teachers need to be flexible in adjusting content and instruction methods based on students' needs and any unforeseen challenges during the lesson.

Conclusion

By addressing potential challenges and leveraging necessary digital competencies, TESOL teachers can effectively use platforms like CommonLit to deliver differentiated reading materials. These tools promote inclusivity, cater to diverse learner needs, and foster literacy skills development, making them invaluable in language education.

C. Sample Comprehension Questions

Multiple-Choice Questions:

Beginner: What lesson does the hare learn in the story?

a) Always run fast.

b) Never give up.

c) Slow and steady wins the race.

d) It’s okay to be lazy.

Intermediate: What is the main idea of the article?

a) Technology only solves problems.

b) Innovation impacts society in many ways.

c) New inventions are always beneficial.

d) People do not like change.

Advanced: What does the phrase "Two roads diverged in a yellow wood" symbolize?

a) An actual forest path.

b) A difficult life choice.

c) A dream about nature.

d) A regretful memory.

Open-Ended Questions:

Beginner: Why do you think the tortoise won the race?

Intermediate: What is one example of how technology has changed your life?

Advanced: How does the speaker feel about their decision in "The Road Not Taken"? Use evidence from the text to support your answer.

https://quizizz.com/join?gc=50893760

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Scenario 5 (Lamenda, Kelly, Doris)

Context

You are a TESOL teacher who wants to use a YouTube video on a travel topic to improve students’ listening comprehension and cultural understanding.

a) Discuss the importance of authentic listening materials to improve students’ listening comprehension and cultural understanding using the selected technology tool in this context.

Improve Listening Comprehension: Authentic materials challenge students to process language in realistic contexts, preparing them for real-life interactions. Maftuh et.al (2021) highlight the necessity of these features in helping students adapt to diverse linguistic inputs, improving their ability to understand and use language effectively in real-life contexts.

Example: Cooking Tutorials

- Students follow the step-by-step instructions and list the ingredients or actions they hear.

• Cultural Understanding: Authentic materials inherently include cultural nuances, fostering intercultural competence. Maftuh et al. (2021) point out that such exposure helps learners connect language with its cultural context, making the learning process more meaningful and holistic.

Example: Travel Vlogs

- Students observe cultural practices, like the traditional ceremonies, do and don’t and discuss the significance of these traditions.

Reference

Maftuh, M., Mudofir, I., Aziz, M., Maaliah, E., & Fitriana, N. (2021). Using Authentic

Materials to Improve Listening Comprehension in Esl Classroom. Proceedings of the First International Conference on Economics, Business and Social Humanities, ICONEBS 2020, November 4-5, 2020, Madiun, Indonesia. https://doi.org/10.4108/EAI.4-11-2020.2304543.

b) Select a short YouTube video or podcast episode.

https://www.youtube.com/watch?v=g8YH2pQ3YLc

c) Design pre-listening, while-listening, and post-listening tasks (e.g., vocabulary matching, comprehension questions, or summarizing).

Pre-listening:

Teacher will first conduct a brainstorming session. Teachers can provide a link to Canva where there is a mind map provided. The title of the mind map would be “Travelling”. Teachers will ask students to complete the mind map with any words related to travelling based on their understanding. After that, teachers will go through students’ responses in Canva.

Link to the Canva:

https://www.canva.com/design/DAGX73eDZJU/Hb5zh7vCFAafjrn9n9BRrA/edit?utm_content=DAGX73eDZJU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

While-listening:

Teacher will play the YouTube video about a girl who is sharing her travelling experience (https://www.youtube.com/watch?v=g8YH2pQ3YLc). Four comprehension questions will be provided by the teacher based on the video. The students are required to watch and listen to the YouTube video carefully. The teachers may play the video twice. The teacher will also provide a link to Padlet so students can share their answers in the Padlet. The teacher will go through students’ responses on Padlet and give feedback accordingly.

Link to the Padlet: https://padlet.com/lamendreedonna/instructions-listen-and-watch-the-youtube-video-carefully-an-7afce0obv404lepv

Instructions: Listen and watch the YouTube video carefully and answer the questions based on the video.

1. What time did they arrive in Barcelona?

2. What did they do before they went for lunch?

3. According to the girl in the video, what is the best way to explore Barcelona?

4. What did the girl promise to do for her mum?

Post-listening tasks:

Teacher will provide another Canva link. This is an individual task. In the Canva, a template of a travel planner will be provided. Teachers will instruct students to fill in the template of the vacation plan about the things that they wish to do in their next vacation, and they can decorate it according to their creativity. Teachers will ask some students to present their work and give feedback.

Link to the Canva:

https://www.canva.com/design/DAGX73eDZJU/Hb5zh7vCFAafjrn9n9BRrA/edit?utm_content=DAGX73eDZJU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Part 2

1. List at least one clear objective for a lesson which includes the use of this technology tool.

-At the end of this lesson, students will be able to apply correct expressions related to travelling using a travel planner

2. Possible challenges that TESOL teachers may experience in using this technological tool?

-Technical Skills and Training

Teachers often report insufficient training in using technological tools, leading to a lack of confidence in their ability to integrate these resources into their teaching practices (Zhou & Eslami, 2023) (Pohan et al., 2023).

Technical problems, such as software malfunctions or hardware failures, can disrupt lessons and discourage teachers from using technology (Alamri, 2021).

Student Engagement and Attitudes

Some students may exhibit negative attitudes towards technology, which can affect their engagement and learning outcomes. This resistance can stem from distractions or misuse of technology during lessons (Pazilah et al., 2019).

Teachers also express concerns about maintaining student focus and ensuring that technology enhances rather than detracts from the learning experience (Pazilah et al., 2019).

3. What digital literacy and/or competencies do TESOL teachers need to use this technological tool in a lesson?

Content Curation: Teachers must be adept at selecting appropriate YouTube videos that align with lesson objectives and student needs, ensuring relevance and educational value (Fei, 2024).

Technical Proficiency(Device Usage): Teachers should be adept at using various digital devices and platforms to access and present YouTube content effectively (Yeleussiz, 2024).

Pedagogical Integration

Teachers should implement effective assessment methods to evaluate the impact of YouTube on student learning outcomes, particularly in speaking skills (Khasanah & Lestiyanawati, 2024).