ELLs

Introduction The rise of new technologies has created an impending educational atmosphere where teachers can support second language learners by technology use not only in the academic scenarios, but also at home. This project examines the effectiveness of the combined approach in learning English through the mobile devices such as iPads, cellphones, laptops and tablets, using social networks to improve the level of communicative skills of ELLs. | Bialystok (1999) has provided a definition of linguistic awareness. Linguistic awareness is the capability humans have for attending and reflecting upon the ability to attend the language use and usage. Metalinguistic awareness is defined as the awareness of language characteristics language that gives the speakers the ability for comprehending or producing utterances, but also verifying the linguistic form and structure regardless the meaning of the utterances (Malakoff, 1999). Metalinguistic knowledge is also defined as learners' explicit knowledge of language and its functionality. According to Ahmadzaeth and Zabardast (2014), autonomous learning has become part of society today. This can be used for language learning using technological devices such as PCs, Tablets, IPad, videos and/or podcast editors. From this last, Audacity App is one option to do so. Ahmadzaeth (2014) states that language is a tool for communication where pragmatics and culture are essential part of the communication to happen. Individual needs and intentions are expressed in a social reality and its norms through interaction making emphasis on communicative competence. Technology is one effective learning tool of society today where ELLs can negotiate with meanings through communicative competence that they can continue learning and improving independently. Goal: ELLs will develop awareness and autonomous English language learning through interactive technological devices. Objective 1: ELLs will develop language awareness in a second language by designing a sample activity creating a word cloud in the web from a reading passage and the design of another activity using Kahoot. Objective 2: ELLs will develop English language oral skills creating a podcast from Audacity App and a video by using screencast-o-matic software. Activities: Objective 1: ELLs will develop language awareness in a second language by designing a sample activity creating a word cloud in the web from a reading passage and the design of another activity using Kahoot. Activity 1: a) ELLs will work in pairs and read the passage from the following link; www.nrdc.org/stories/global-warming-101 b) ELLs will use the worksheet and jot down key concepts about the origin of global warming and its consequences in our world today. c) ELLs are asked to compare their responses from the worksheet and discuss about possible solutions for solving these consequences. d) ELLs will access to www.wordclouds.com and create a word cloud account. e) ELLs will make the list of words necessary for creating the word cloud. Once they create it, they will copy and paste it on a power point slide. f) Each pairs of students will present their word cloud in order to compare it with others. g) ELLs will pick up differences by taking notes in their notebooks. h) ELLs will compare with other peers the differences that they found from this word cloud. i) ELLs will write a reflective report on this activity. Activity 2: a) ELLs will be organized in CLG and find out about the verbs MAKE and DO collocations by reviewing the following video: https://www.youtube.com/watch?v=NG1l-Jtp5k0 b) ELLs will be given a worksheet to list down the verbs MAKE and DO collocations from the video. c) ELLs will write sentences with the verbs MAKE and DO collocations on the second part on the worksheet. d) ELLs will interchange their worksheet with another ELL and provide feedback by supporting on the source(s) consulted. e) ELLs will create a Kahoot activity by using cell phones or tablets. ELLs need to follow the next steps: • First. ELLs will download the Kahoot App on their cell phones or tablets. • ELLs will create a Kahoot account to log in. Once in there, they will select a quiz. • ELLs will fill in the title space DO and MAKE. They will write clear instructions on the Description space. They will also upload an image for creating a good environment for the activity. Then, they will click on the upper right button. • ELLs will go to the Question space and type MAKE or DO sentences by providing two options (MAKE or DO) where only one is the correct. They will upload a related picture for each sentence. • Once, ELLs finish creating all the sentences on the Question space, they will save this activity; after doing this, a pin is automatically given. They need to use it to enroll other students to play this activity. • When all the participants get enrolled, they will click on the Start button to play this activity. • ELLs can play this activity. • ELLs will access to Kahoot by using the pin given previously and post a reflection about this learning experience on the DO and MAKE comments to be checked by the teacher. Resources: www.nrdc.org/stories/global-warming-101, worksheet, www.wordclouds.com, Power Point Presentation, and notebooks Personnel involved: Teachers playing the role of ELLs and an external agency in charge of conduct the training. Evaluation activities: Completion of worksheet key concepts about global warming, worksheet of reading comprehension, comparison and completion of key concepts about global warming, list of words, and word cloud evaluation rubric. Reflective report rubric, Make and Do worksheet completion, and Kahoot App on cells and/or tablets. (PIN) and activities scores. Outcomes: 10 worksheet answered worksheets, 10-word cloud accounts, 10 word clouds with concepts or key words about global warming, 10 Power Point Presentations, and 10 reflective reports on global warming. Timeline: A Total of 8 hours during October 2018. Objective 2: ELLs will develop English language oral skills creating a podcast from Audacity App and a video by using screencast-o-matic software. Activity 1: a) Individually, ELLs will record a podcast about the Greenhouse Effect. To do so, they will be asked to investigate about the topic and post a list of ten key concepts or phrases on the following link: padlet.com/esmoreno/rd3rykm2owy1 b) Each ELLs will read at least five posts from their partners’ so that each ELLs can expand their concepts and key phrases list. c) ELLs will download the free Audacity App in their cell phones or tablets. d) ELLs will record their podcasts and they will be asked to post their podcast in the following link: padlet.com/esmoreno/veif9ljwqxj. e) ELLs will check their partners’ podcasts. Then, they will write and post a critique. f) ELLs will take into account their partners’ critiques on their podcasts to make a more complete recording. g) ELLs will post their final podcast edition on the same padlet board indicated on letter c. h) ELLs will comment and write a personal reflection on this activity considering the following questions.: • What did I learn? • How did I learn? • How will it be useful for me in the future? • Activity 2: a) ELLs will be organized to work in CLG. b) ELLs will find out about the use of DO and DOES present tense auxiliary verbs by watching the following video: https://www.youtube.com/watch?time_continue=5&v=x-X9sURtFB8 . ELLs will be asked to provide specific use of DO and DOES present tense auxiliary verbs on the worksheet given by the teacher. c) ELLs will design a Power Point Presentation about the use of DO and DOEs present tense auxiliary verbs. They will also design an interview including ten questions with DO and DOES about a partner’s daily routine. d) ELLs will access to screencast-o-matic and create their account: • http://screencast-o-matic.com/account • ELLs will need to download and install the software in the cell phones or tablets. e) Power Point Presentations and they will include an interview with a partner by using their already-made 10 questions. f) ELLs will upload the recorded video to You Tube. g) ELLs will watch five videos of their partners and will post two positive comments and two things that their partners need to improve.