2. Admin update
✤ Newman: 25 November problem
✤ Whyte: December 2 ICT (PFSE only)
✤ Oliva, Massip : December 10 => December 3
3. Today
✤ research example:
motivation
✤ GOAL example:
speaking
✤ ICT course:
telecollaborative
project
11:30 non PFSE and parcours
adapté finish; discussion of
telecollaboration project with
the Netherlands for PFSE
4. research project
example:
✤ what is motivation?
✤ what factors influence
motivation in the foreign
language classroom?
✤ how can we research this
issue?
MOTIVATION
5. Abstract
Rabbidge & Chappell, 2014
The teaching of English as a foreign language in South Korean public schools has
seen the implementation of a number of new innovations. One such innovation, the
teaching of English through English, dubbed TETE, is a government-initiated policy
that requires public schools to teach English by only using English. Nevertheless,
studies reveal that teachers are not implementing the policy. The current study,
through a series of observations and interviews, ascertained that teachers were not
implementing the government policy at the elementary-school level due to a conflict
in government decrees, making it difficult for them to teach English by only using
English while maintaining student motivation to learn English. The study reveals the
importance that teachers place on the belief that motivation needs to be maintained
at all costs, even superseding the need to maximize target language exposure. The
paper calls for further studies of teachers who have established techniques to
maintain student motivations for learning the target language while teaching
exclusively in the target language, as well as touching upon the idea of the need for
an alternative to the TETE policy.
6. NNES teachers’ classroom language
use
1. Abstract and introduction (1-2)
2. Literature review (3-4: L1 avoidance, L1 exclusion, maximising TL, multi-competence)
3. literature review (4-5:, L1 psychological tool, factors affecting L1 use, research in EFL contexts)
4. Research methodology (5-7: context, procedure, analysis)
5. Findings: teacher attitudes, maintaining motivation, scaffolding learning (7-9)
6. findings: comfortable environment, percentage of English used (9-11)
7. Discussion (11-13)
8. Implications (13-14)
References, appendix
Skim the article, then focus on the section
you have been assigned
•What do the authors say?
•What is the goal of this part of the paper?
8. Research paper timeline
✤ September-October: read up
✤ November-December: decide on research project option
✤ 15 December: 1 page outline, including topic, tentative title, research questions/
research design, references?
✤ January: research project consultations (one-on-one sessions with Shona)
✤ February-March: data collection and writing
✤ First draft: 25 March
✤ Final draft: 25 April
✤ Defences: 2-6 May (Thurs 5 = Ascension)
10. Background
Bygate (2009) Teaching and testing speaking
✤ - presence of interloctutor: time pressure, and reciprocity, lead
to fragmentation (pausing, reformulation) and involvement
(turn-taking, politeness)
✤ - controlled versus automated processing => unscripted,
sensitive to interlocutor
✤ - development: type of knowledge (declarative vs procedural),
design/implementation of classroom activities, explicit
instruction
11. Context
✤ 1000 visios pour l'anglais au primaire (Ministry of
Education): whole-class videoconferencing sessions
✤ problem of activity design and implementation:
limited opportunities for unscripted interaction
Whyte, S. (2011).
✤ IWB-supported video interaction in English as a
lingua franca
12. Hangman example: speaking
opportunities?
✤ many pupils not involved in activity
✤ not suitable activity for interactional situation - not good
use of technology (focusing on single phonemes /b/ /p/ -
so played it “deaf”)
✤ limited opportunities: naming letters (reading, recognising)
✤ game: appreciated by learners (motivation), information
gap
13. Activity design
✤ primary school videoconferencing via IWB: exchange
with German EFL classes
✤ secondary school videoconferencing: exchange with
Dutch EFL classes
17. Contexts
✤ France
✤ 23 students teaching 9 hours per week, in school Mon, Tues all day, Thurs morning;
at university Wed, Thurs afternoon, Friday
✤ 12h ICT course based on this telecollaboration
✤ classroom research project which may be an extension of collaboration, or unrelated
✤ Netherlands
✤ 14 students teaching 20+ hours per week
✤ ICT course based on this telecollaboration
✤ research paper (unrelated)
18. Goals
• intercultural communication - experiential learning: teachers
try out tools/tasks/ways of communicating that they can later
use with their learners
• reflection on telecollaborative tasks for secondary school
classroom EFL learners
• ongoing professional development objective: set own targets
for continuing learning as new teachers of English in Europe
19. Groups
10 groups of 3 or 4 student teachers
1. one or two NL, one or two FR
2. match teacher goals and classes as much as
possible
3. allow for differing levels of engagement
20. Activities
1. input from instructors on
intercultural collaboration
telecollaborative tasks with secondary school classroom learners
2. learner collaboration (or teacher collaboration only?)
small-scale learner exchange: (e.g., one message from each side, then summary)
teacher collaboration: novice-expert mentoring discussions where more experienced teachers discuss
issues identified by novices (use of L1/L2, textbooks, evaluation, classroom management). Novice
implements recommendations and reports back
3. final task - not a written report/research paper
audiovisual account of work accomplished - slides with audio, video?
presentation to group of lessons learned with links to materials/resources/learner productions?
21. Kick-off meeting: 2 December
1. Linda and Shona introduce institutions
2. one student teacher from each side describes
teaching/training context
3. discussion of personal learning objectives leading
to first assignment
