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Rules for the teacher

In document DIPLOMOVÁ PRÁCE (Page 45-50)

The computers and the Internet provide vast amount of different technologies that the teachers can be unfamiliar with. These technologies serve well to develop students’ language competences therefore the teachers may want to include them into their computer based language lessons. Therefore, before these materials can be effectively used, the teachers should become familiarized with the technology first. This will give the teacher the basic ideas about how to develop the language activities using these technologies and help to avoid possible problems with the use of technology in the classroom.

The teacher should, therefore, predict the possible problems that can arise during the e-learning lesson, and prepare extra activities in case the problem appears. “In the same way as a traditional class, but to a greater extent, extra activities should be planned in case there is a problem in the class” (Williams, 2003).

In recent years, with the fast growing computer literacy of the young generations, the students may be more computer skilled than the teacher. Therefore, the teachers should take the advantage of the computer literate students to cooperate with them. “Computer literate students should be considered as an asset, it improves their confidence and communication skills if they are used as experts for the purposes of peer

teaching. If their superior knowledge is acknowledged and planned for it benefits the class as a whole” (Williams, 2003).

When the learners enter the LMS Website for the first time, they probably would not know what to click on first. “You need to remember that your idea of a sensible way to click your way through the course may not be shared by all your students” (Forsyth, 2006). It is, therefore, a good idea to offer them a short introduction to the course home site. “Even if they are experienced users, you will need to introduce them to you, your style of working and your expectations of them as they use your course” (Forsyth, 2006).

The theory mentioned in the academic part of this paper described the available computer technologies that can be used in the English language classroom at elementary schools and showed which advantages and disadvantages the use of computer brings to the language teaching and learning process for both the students and the teachers. The methodological part has discussed the basic methodological principles for implementation of the computers into the teaching process. Thus, the focus of this chapter will be the practical implementation of the theories and methodology in the English teaching process at elementary school.

Therefore, this Professional Project aims to show that computers can serve as an English language teaching and learning tool which can contribute to the students’

foreign language development that offers a secure and motivating environment. Their implementation increases the students’ interest in language learning activities and the learners’ self-confidence; consequently, the students are not afraid to try the language out. Moreover, the computers interact with the students instead of the teacher, thus, the use of computers promotes the self-paced learning which promotes the learners’

activity. Furthermore, the tasks which provide the real context for communication and collaboration between students and the tasks which integrate the multiple language skills and authentic materials also supports the students’ interaction in the foreign language. (Oxford, 2001) “Integrating the language skills also promotes the learning of real content, not just the dissection of language forms. Finally, the integrated-skill approach, whether found in content-based or task-based language instruction or some hybrid form, can be highly motivating to students of all ages and backgrounds.”

This professional project is developed to support the following thesis: Following necessary crucial steps for using computers as a complement of EFL classes can bring numerous effective teaching and learning strategies. Computers provide variability of language tasks, aids, and sources increasing students' motivation.

Moreover, computers offer students an individualized interactive way of learning, which together with high motivation lead to faster acquirement of the target language.

5 THE PROFESSIONAL PROJECT

The development of this professional project is based on Garret's and Warschauer's theory that the computer itself does not represent the language teaching method yet it is a medium in which different methods and approaches can be implemented. Thus, it should be used just as any other language learning equipment (i.e., tape recorder, VCR, blackboard, etc.). The computer use should be, therefore, carefully considered and the computer activities utilized only in case they offer better learning outcomes, increased motivation or better learning strategies.

Before we really decide whether and how to use computers in the language classroom the language teaching and learning goals and the knowledge of students should be considered. The lessons objectives (the instructional goals) are usually based on the school curriculum. Integration of the lesson goals into the curriculum draws clear connection between the lesson content and the test which measures how the goals were achieved, therefore, it is crucial for regular implementation of the computer.

Apart from the teacher’s goals the students also have their own reasons why they learn additional language. This factor plays important role in motivating students. In order to increase students’ long-term motivation for foreign language learning it is important that students can make the connection between the classroom and the real word. Hence, the teacher should develop instructions that would provide real-life situations in which the language is used and operated.

To meet all the formal teaching goals, it is necessary that the students are engaged in learning activity; hence, the students’ engagement can be seen as an indicator of successful lesson.

As the learners differ in their abilities, learning styles and aptitude they need to be provided with individualized instructions which are tailored to fit their specific learning needs in order to learn effectively and efficiently. The computers can deal with such individual differences and enables students to learn at their own pace. Therefore,

there is no pressure on the slow students to hurry, while the stronger students can proceed through the lesson without waiting for the slow ones.

This Professional Project is intended to support the idea that computer technology can be used for various language teaching and learning purposes. Therefore I would like to show that computers are capable of presenting grammar and vocabulary, provide controlled, semi-controlled and free practice and can be used for training the reading, listening and writing language competencies.

Reading of methodology experts has raised the following questions that are going to be answered by the suggested teaching model. These are:

1. Can the implementation of computers, various technologies and real-life tasks into English language teaching process help learners increase their motivation while learning the English language?

2. Does the implementation of computer in the language classes promote individualized learning that positively affects language learning?

Thus, the theoretical basis of this Professional projects result from conviction that if students are actively engaged in well-designed computer language learning tasks that respect their language learning goals and needs, they learn more effectively and efficiently.

The idea that students learn more effectively when they work in their own pace is supported by the fact that that the students do not have any interruptions while they are learning. While the teacher is interacting with one student the others may not do anything. Thus, in the standard delivery the students who learn fast may get bored or frustrated, while, the slow learners can feel lost. On the contrary the self paced approach allows students to make decision about the learning pace. Moreover, the self-paced approach allows the teacher to pay more attention to students who need more assistance.

In document DIPLOMOVÁ PRÁCE (Page 45-50)

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