INFORMAL DIGITAL LEARNING OF ENGLISH - JU SEONG LEE DATE: SEPTEMBER 26 (SAT.), 2020 TIME: 09:45 - 12:15 (SEMINAR) - EDUHK
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Informal Digital Learning of English
Ju Seong Lee
(The Education University of Hong Kong)
Date: September 26 (Sat.), 2020
Time: 09:45 – 12:15 (Seminar)
13:30 – 16:20 (Workshop)
[Seminar] D1-LP-02 9:45 – 11:00: -nature and principles of IDLE -IDLE and language learning outcomes 11:15 – 12:00: -Integrating IDLE into formal contexts 12:00 – 12:15: -Q&A [Workshop] B1-LP-02 13:30 – 14:20: -Orientation -E-book making tutorial 14:30 – 16:00: -Share IDLE through E-book (Group work; 5%) 16:00 – 16:20: -Reflective blog (Individual work; 2%)
Informal Digital Learning of English
https://ourworldindata.org/grapher/technology-adoption-by-households-in-the-united- states
Time spent per day with digital versus traditional media in the
United States from 2011 to 2020 (May, 2020)
7h 31m
6h 03m
https://www.statista.com/statistics/565628/time-spent-digital-traditional-media-usa/
Informal Digital Learning of English
https://ourworldindata.org/grapher/daily-time-spent-on-the-internet-by-young-people
https://ourworldindata.org/grapher/users-by-social-media- platform?country=Facebook~Instagram~MySpace~Pinterest~Reddit~Snapchat~TikTok~Tu mblr~Twitter~WeChat~Whatsapp~YouTube
6h16m https://wearesocial.com/digital-2020
3h01m https://wearesocial.com/digital-2020
1h 57m https://wearesocial.com/digital-2020
8.8 https://wearesocial.com/digital-2020
Lee, J. S., & Drajati, N. A. (2019). English as an international language beyond the ELT
classroom. ELT Journal, 73(4), 419-427.
I spend six to eight hours everyday chatting
with my foreign friends from various countries
on social media such as Omegle, Kik, InterPals,
Facebook, Skype, and Twitter. I can gain new
knowledge about their culture and
idiosyncratic English expressions used in those
particular countries...I also teach my foreign
friends about my Indonesian culture.
Jane (Indonesian EFL university student)https://wearesocial.com/digital-2020
Informal Digital Learning of English
https://wearesocial.com/digital-2020
: helps other users easily find messages with a specific theme or content (Wikipedia) https://wearesocial.com/digital-2020 https://en.wikipedia.org/wiki/Hashtag
Follower: -Someone who has a great interest in something -Someone who supports, admires, or believes in a particular person, group or idea (Cambridge dictionary) https://wearesocial.com/digital-2020 https://dictionary.cambridge.org/dictionary/english/follower
English exposure/use in traditional EFL contexts
English exposure/use in digital EFL contexts
A major focus...in the last
100 years has been on...
training teachers in how best Today...the internet, technology
to exploit the classroom as a and the media and the use of
source of meaningful input... English in face-to-face as well as
(p. 6). virtual social networks provide
greater opportunities for
meaningful and authentic
language use than are available in
the classroom (p. 6).
Anecdotal evidence often
confirms the power of such
out-of-class learning (p. 6).
Richards, J. C. (2015). The changing face of language learning: Learning beyond the
classroom. RELC Journal, 46(1), 5-22.Examples of IDLE
TV or DVD
TV => YouTube 2014 (4 years old): bilingual 2019 (9 years old): 6 languages
Seo, Y. (2020). An emerging trend in English education in Korea: 'Maternal English education'
(eommapyo yeongeo). English Today, 1-6.
• Eommapyo Yeongeo: Providing a home bilingual
environment as a monolingual mother in a monolingual
society.
https://www.youtube.com/watch?v=2WR9t6oO22kYouTube and Twitter https://www.youtube.com/watch?v=8Ic4w2zdeDU (Oct. 25, 2017) https://abcnews.go.com/Entertainment/meet-hip-hops-newest-star-learned-english- watching/story?id=51141990
...at least three or four
[hours everyday], because
I watch long YouTube
videos, and I comment
and read a lot. It’s mostly edutation, because I personally find
them more entertaining than educating.
Channels like OverSimplified, Tom Scott,
TwoSetViolin… even for medical shows – I hate
blood, but I like to watch YouTubers like Doctor
Mike, or Medlife Crisis. Another category of
YouTubers I watch are people who try wacky
stuff in their lives. I enjoy watching the Try Guys,
Stuart Ashens, and technology-related channels
such as Computer Clan and Nostalgia Nerd. It’s
diverse but it’s all in English.
Mary (Hong Kong university student), Interviewed on August 2020February 2005 Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos. Language Learning & Technology, 19(3), 88-105. Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning & Technology, 22(3), 124-142. Kim, Y. (2019). I learned English on YouTube [나는 유튜브로 영어를 배웠다]. Ma-po, Seoul: Lagom Wang, H.-C., & Chen, C. W.-y. (2019). Learning English from YouTubers: English L2 learners' self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 1-14. https://www.youtube.com/watch?v=4bVisXt14_M
Digital game (e.g., MMORPGs) Joanne (Obtained on June 2, 2020)
Sykes, J. E., & Reinhardt, J. (2013). Language at play: Digital games in second and foreign language teaching and learning. Boston, MA: Pearson Education. Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87-113. Lee, S.-M. (2019). Her Story or their own stories? Digital game-based learning, student creativity, and creative writing. ReCALL, 1-17. https://en.wikipedia.org/wiki/Her_Story_(video_game) https://www.youtube.com/watch?v=EFvbN3K6EA8
Most of my language is acquired
from the Internet. My mom
introduced me to computer games
since I was like 3. I’d play flash
games on Disney.com with her very
often. Some of these game are for Ever since I was in primary 5, I’d spend
language learning, some are not. around 2 hours everyday, or even more
as I grew up, on YouTube watching
gameplays of various YouTubers. And I’d
try to interact with other viewers in the
comment section. I’d ask for details
about the game or timestamps of funny
parts in the videos. I’d play games on
Facebook, like Pet Society, FarmVille or
Scrabble, as well using my mother’s
account and chat with foreigners.
Brian (Hong Kong university student; Interview on July 2020)Since secondary 2, I’d start reading western
comics and I’d browse videos
discussing/theorizing the stories on YouTube. I’d
talk to people about the latest series or the
newly released trailer of a Marvel movie. At this
point, I learned things that schools have never
taught me, like making jokes, actual casual
chatting, arguing or language specific to other
parts of the world Iike slang, inside jokes or even
some curse words.
Ever since then, my reading and listening skills
have only gotten better and better. My English
performance in school also got a lot better
since then. I would always be one of the best in
English in my grade while doing fairly average
for my other subjects...My grammar is always
accurate.
Brian (Hong Kong university student; Interview on July 2020)IDLE is “self-directed, naturalistic, digital learning of
English in unstructured, out-of-class environments,
independent of a formal language program” (Lee, 2019, p. 116)
Formal Non-Formal Informal Digital Learning of English
Extracurricular Extramural
Formality Structured; Structured; Semi-structured; Unstructured;
Certification No certification Certification No certification
Location In-class Out-of-class Out-of-class Out-of-class
Pedagogy Instructed Instructed Self-instructed Naturalistic
Locus of Control Other-directed Other-directed Self-directed Self-directed
Lee, J. S. (2019). Quantity and diversity of informal digital learning of English. Language
Learning & Technology, 23(1), 114-126.
Benson, P. (2011). Language learning and teaching beyond the classroom: An introduction to
the field. In P. Benson & H. Reinders (Eds.), Beyond the language classroom (pp. 7-16). New
York, NY: Palgrave Macmillan.Lee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English:
Keys to willingness to communicate in a second language. Australasian Journal of Educational
Technology, 35(5), 168-182.
Receptive IDLE:
• I read English content via social media such as Facebook, WeChat, WhatApp and
Instagram.
• I read post and information in English on online forums (e.g., LIHK, Golden HK).
• I read entertaining content (e.g., shopping, comics, sports, movies) online.
• I read English instructions when playing online games.
• I read e-books in English.
• I read fanfictions in English online.
• I listen to songs in English.
• I watch YouTube clips done in English.
Productive IDLE:
• I post comments and information in English on online forums (e.g., LIHK, Golden
HK).
• I talk to other game players in English.
• I chat with others in English via social media such as Facebook, WeChat,
WhatsApp and Instagram.
• I video-call with others in English via social media.
• I produce and post videos online in English.
• I go live on social media and interact with others in English.Books
2011 2014 2014 2015 2016 2017
2018 2020 2020 2020 forthcoming forthcoming
The Routledge
Informal Digital Handbook of
Learning of Language Learning
English: Research and Teaching Beyond
to Practice the Classroom
By Ju Seong Lee By Hayo Reinders,
(Routledge) Chun Lai, Pia
SundqvistLanguage learning and teaching Beyond the
Classroom (LBC) -Informal language learning
-Informal second language learning
LBC offline and -Fully autonomous self-instructed learners
online
-Recreational language learning
-Extramural English
LBC
-CALL in the digital wilds
-Naturalistic CALL
-Out-of-class autonomous language learning with
LBC online technology
-Online informal language learning
-Online informal learning of English
-IDLE
Reinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the classroom.
Language Teaching, 50(4), 561-578.
Lee, J. S. (forthcoming). Informal Digital Learning of English: Research to Practice. New York,
NY: RoutledgeJournals Sylvén, L. K., & Sundqvist, P. (2017). (Special Issue) Computer-
Assisted Language Learning (CALL) in
Extracurricular/Extramural Contexts.
Sauro, S., & Zourou, K. (2019). (Special Issue) CALL in the Digital
Wilds.
Sangra, A., Raffaghelli, J., & Veletsianos, G. (2019). (Special
Issue) Lifelong learning ecologies: Linking formal and informal
contexts of learning in the digital era.
Conferences
Two-day seminar on Informal Second Language Learning: Integrating
informal practices into formal contexts: Oxford University (Aug. 2018)
Colloquium on Informal Language Learning: Implications for digital
and real-life contexts for learners and teachers: Denver (Mar. 2020)
Symposium on Learning through leisure: Informal second language
learning in the 21st century: Groningen, the Netherlands (Aug. 2020)language learning/activation outside
the classroom offers challenges and
opportunities that are not available
inside the classroom (p. 49).
Choi, J., & Nunan, D. (2018). Language learning and activation in and beyond the classroom.
Australian Journal of Applied Linguistics, 1(2), 49-63.
the abundance, affordability, and
attractiveness of online materials and
communities today in multiple
languages obviates the necessity to
learn an L2 in a classroom setting (p. 6).
Godwin-Jones, R. (2019). In a world of SMART technology, why learn another language?
Educational Technology & Society, 22(2), 4-13.New roles emerge for teachers as learners
become more actively involved in managing
aspects of their own learning. A starting point is
to recognize that language learning can occur in
many contexts beyond the classroom...acquire
the skills needed to guide their learners in
effective ways of using out-of-class learning to
support their in-class learning (pp. 20-21).
Richards, J. C. (2015). The changing face of language learning: Learning beyond the
classroom. RELC Journal, 46(1), 5-22.“the classroom is less
THE center of most
learners’ learning,
than just one of many
centres” (p.576)
Classroom:
- a room in a school where students have
lessons (Cambridge Dictionary)
Reinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the
classroom. Language Teaching, 50(4), 561-578.IDLE principles
Accessibility
IDLE
Autonomy Motivation Authenticity
Identity &
Investment Flow Grit
(Un)Intentional
Affective filter Multimodality
learninge.g., Korean EFL
high school
Informal Digital Learning of English Formal Non-digital Education of English
Accessibility 24/7, low-cost 4 hours/week, costly
Autonomy Strong Weak
Motivation Intrinsic Extrinsic
Authenticity Real; context Artificial; out of context
Identity English user English learner
Investment High Low
Flow High Low
Grit Strong Weak
Affective filter Low High
Multimodality Various sources Limited sources
• Learning: the process of getting knowledge or a new skill
• Education: the process of teaching and learning in a school or college, or the knowledge
that you get from this (Cambridge dictionary)IDLE and Language learning outcomes • Anxiety • Enjoyment • Vocabulary • Grammar • Speaking • School grades
• Emotion is difficult to conceptualize.
– Kleinginna and Kleinginna (1981)
identified 92 different definitions
associated with emotion.
• Emotion: “a conscious mental
reaction (such as anger or fear)
subjectively experienced as strong
feeling usually directed toward a
specific object and typically
accompanied by physiological and
behavioral changes in the body”
(Merriam-Webster dictionary)
• SLA research on emotion has gone through an almost 50-
year journey and researchers have investigated emotion
in relation to various topics.Modified timeline of research on emotions in SLA (p. 305) Barcelos, A. M. F. (2015). Unveiling the relationship between language learning beliefs, emotions, and identities. Studies in Second Language Learning and Teaching, 5(2), 301-325.
Anxiety Foreign language anxiety
has been “the most widely
studied emotion in second
language acquisition in the
past four decades”
(MacIntyre, 2017, p. 11)
MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its
development. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New insights into language
anxiety: Theory, research and educational implications (pp. 11-30). Bristol: Multilingual
Matters.Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern
Language Journal, 70(2), 125-132.
1) Communication apprehension
“a type of shyness characterized by fear of or anxiety about
communicating with people” (p. 127)
e.g., “I would probably feel comfortable around native speakers of the
foreign language”
2) Test anxiety
“a type of performance anxiety stemming from a fear of failure” (p. 127)
e.g., “I worry about the consequences of failing my foreign language class”
3) Fear of negative evaluation
“apprehension about others’ evaluations, avoidance of evaluative
situations, and the expectation that others would evaluate oneself
negatively” (p. 128)
e.g., “I am afraid that my language teacher is ready to correct every mistake I
make”Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied
Linguistics, 21, 112-127.
“This review concludes that
anxiety indeed a cause of poor
language learning in some
individuals” (p. 112)Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus?
Anxiety and enjoyment in the foreign language classroom. Studies in
Second Language Learning and Teaching, 4(2), 237-274.
• In a large sample of L2 learners
(N = 1,746), Asian L2 learners
reported the lowest FLE and
highest anxiety.
• Cultural background seems to
influence L2 learners’ emotions.
• Positive emotions (e.g., L2
enjoyment) and negative
emotions (e.g., L2 anxiety) are
“different dimensions and not
two sides of the same coin” (p.
265).Kim, K. J. (2019). Changes in English learning motivation of high school students: Motivation,
demotivation, and remotivation. English Teaching, 74(4), 249-274.
3rd grade 8th grade
• Korean EFL students (N = 21) showed gradual declines as learning time
progressed, showing the lowest motivation in their high school years.
• Demotivating factors: textbooks, curriculum, learning failure
experiences, pressure on gradesLee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australasian Journal of Educational Technology, 35(5), 168-182. • L2 speaking anxiety negatively and significantly correlated with receptive IDLE activities (r = -. 25) and productive IDLE activities (r = -. 34) among 183 Indonesian EFL students.
Lee, J. S., & Drajati, N. A. (2019). English as an international language beyond the ELT
classroom. ELT Journal, 73(4), 419-427.
I talk with my Bangladeshi and Indian friends
via WhatsApp and Instagram for four to five
hours a day. I have learnt a lot about their
tradition, language, and culture through our
conversation. Sometimes, we even talk about
personal problems and trivial matters just like
what we do between close friends. Now I can
talk to anyone I never met before.
Sarah (Indonesian EFL university student)Enjoyment
Lee, J. S., & Lee, K. (2020). The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment. British Journal of Educational Technology, 1-16. • Students who practice IDLE activities more frequently tend to experience greater enjoyment in learning English. (IDLE helps EFL learners emotionally.)
Broaden-and-build theory (Fredickson, 2001, 2003, 2013)
“… positive emotions
broaden an individual’s
momentary mindset, and
by doing so help to build
enduring personal
resources” (Fredickson, 2003, p. 332).
Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social
Psychology, 47, 1-53.Vocabulary
Lee, J. S., & Dressman, M. (2018). When IDLE hands make an English workshop: Informal digital learning of English and language proficiency. TESOL Quarterly, 52(2), 435-445. • Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1999).
Lee, J. S. (2019). Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality? British Journal of Educational Technology, 50(2), 767- 778. • 77 Korean EFL university students • PVLT and Receptive Vocabulary Levels Test (RVLT)
Lee, J. S. (2019). Quantity and diversity of informal digital learning of English. Language Learning & Technology, 23(1), 114-126. • 71 Korean EFL university students without overseas experience. Typical Korean EFL learners could improve their productive vocabulary knowledge when they engaged in a balance of form- focused IDLE and meaning-focused IDLE activities on a regular basis
Lee, J. S. (2019). An emerging path to English in Korea: Informal digital learning of English. In
Dressman, M., & Sadler, R. (eds.), The Handbook of Informal Language Learning, New Jersey:
Wiley-Blackwell.
Ju-no Jin-young
Length of studying English >10 years >10 years
No. of digital devices 3 3
IDLE Frequency 1-2 hr/dayIt is fun, and I play the game habitually. It
releases my stress. I can get good items
when I play it well. It is a good rewarding
system. I also feel good when I receive good
feedback from other game players for my
good play...Although my game buddy gives
me feedback, I can hardly do it because my
English ability is not good enough.
Ju-nohttps://unrealitymag.com/how-do-koreans-learn-english-with-starcraft-of-course/
A tribe “Terran” also appears on the game. This book
explains the root of this vocabulary. For example,
“terra” originally means “soil.” It explains other
relevant words such as “territory” and
“Mediterranean” that were derived from its root
meaning. I remember a lot of such vocabularies, and I
have a lot of fun doing it.
Jin-younghttps://www.instiz.net/name/29188350
Linebarger, D. L., & Walker, D. (2005). Infants' and toddlers' television viewing and language
outcomes. American Behavioral Scientist, 48(5), 624-645.
• greater vocabularies and higher
expressive language scores.
”a strong narrative, are visually appealing, and
contain opportunities to hear vocabulary words
and their definitions, see the visual representation
of the vocabulary word, and see interactions
between characters modeled” (p. 639)
• fewer vocabulary words and smaller
expressive language scores.
• content and program type matter!!Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87-113. The gamers (n = 664) significantly outperformed the non- game group (n = 362).
“As for the word saturated, known solely by
gamers, the test sentence read “The victim’s shirt
was satu...... with blood”, and it seems likely that
those who knew this word knew it either directly
from game terminology (e.g., clothing drenched in
blood), or from image settings on PCs (i.e.,
saturation)
...From a teaching and learning
perspective...[English learners] should
invest time in gaming for incidental
vocabulary learning to happen—and
learners who have never tried gaming
may well be encouraged to do so.” (p.
104)Lee, J. S., & Dressman, M. (2018). When IDLE hands make an English workshop: Informal digital learning of English and language proficiency. TESOL Quarterly, 52(2), 435-445.
Grammar
Cole, J., & Vanderplank, R. (2016). Comparing autonomous and class-based learners in
Brazil: Evidence for the present-day advantages of informal, out-of-class learning. System,
61, 31-42.
• 50 classroom-trained learners (CTLs) vs. 34 fully autonomous self-
instructed learners (FASILs)
On the Chaplin retelling test where students were asked to
describe everything they saw from a 90-second Charlie
Chaplin movie clip, FASILs significantly outperformed CTLs
on the lexical resource band (M = 6.7) and grammatical
accuracy band (M = 6.5).classroom-trained learners
appeared to retain a number of
fossilized L1 errors in their
English performances, even after
years of instruction, which were
not evident in the data from the
autonomous learners (p. 41).
“English, even at competitive, private primary
and secondary schools, is a fringe subject, which
does not bring students past basic levels of
proficiency...If a competent Brazilian English user
has not lived abroad or gone to private language
school, it can be reasonably assumed that s/he
has acquired the majority of his non-basic English
knowledge, independently, out-of-class” (p. 35).Speaking
YouTube/Mindcraft and Speaking
Eve is about to turn 6 and
has had no formal training
in English whatsoever; all
the English she knows she
has picked up through
YouTube videos and digital
gaming (above all
MineCraft).Practicing speaking skills
it’s to articulate my thoughts to others by learning how
YouTubers speak...By watching YouTube, I can see how
they structure their shows in such a manner – they
would start by introducing what’s in the show, then they
would address each point, and there would be more
structure within. Or how they would pace themselves
and how they use their volume. By learning from them I
learn how to talk about what I feel in my own life. It’s
much easier now that I can model their behavior.
Mary (Interviewed on August 2020)Improving Indian EFL learners’ accents Mitra, S., Tooley, J., Inamdar, P., & Dixon, P. (2003). Improving English pronunciation: An automated instructional approach. Information Technologies & International Development, 1(1), 75-84
“when groups of children are given
the appropriate resources, they can
improve their [L2] pronunciation
with minimal intervention from
adults” (italic by the authors).School grades
Lai, C., Zhu, W., & Gong, G. (2015). Understanding the quality of out-of-class English learning. TESOL Quarterly, 49(2), 278-308. • 82 middle school EFL learners; English grades for the final exam (listening, reading, writing, vocabulary and grammar). • Survey: diversity of out-of-class language learning experiences correlated with English grades (r = .25, p < .05) • Interview: students with lower English grades tended to engage in fewer form-focused, out-of- class English learning activities
[My son] studies in a local I’m not worried about his
primary school with a very
English learning, because
tradition way of learning...
Because I’m also an English
[YouTube] became his tool to
teacher, I know the limitations of contact and encounter with
the textbooks. people in the world.
I started to think about what I
should start to get my students,
maybe with some parental
support, to start this at home.
And very importantly, what is my
role here in informal English
learning. Because it’s informal,
but I don’t know if everything in
class will be informal.
John (English teacher & father; Interview on August 2020)Constraints on the implementation of IDLE • Society: high-stakes national tests and obsolete teacher professional development models; • School: organizational culture toward innovative practices, inadequate professional development resources and opportunities, principals’ perceptions, pressure from parents, colleagues’ resistance to radical ideas; • Classroom: teacher autonomy, limited resources, students’ learning needs and styles; • Teacher: past IDLE experience, attitudes towards IDLE, constructivist beliefs, and pedagogical/technological knowledge
1. Have positive attitudes toward IDLE • Exposure • Critical reflection • Sharing session
e.g., Share IDLE experiences
• Affective Support
Share • Behavior Support
• Capacity Support
Compil
Reflect
e
Apply
• Experiential Learning (Dewey, 1916; Kolb, 1984)
• Sociocultural Theory (Lantolf, 1994; Vygotsky, 1978)
• Self-Directed Learning (Garrison, 1997)Share your IDLE experiences for 3-5 minutes:
1) Provide a brief summary of the tool
2) Give ideas of what you do with the tool through
examples
3) Discuss how this tool has benefited your learning
4) Suggest one learning strategy that could be used by
other language learners.I’ve always told my friends who want to learn English
better to try out the methods I used but none of them
believed in me. They’d just consider it a waste of time and
would just focus on revision of what they have learned in
schools or other super formal and complicated language.
The cases you’ve shown us in class proved to me that I was
not just lucky. These cases show that incident learning
using the Internet can be very effective and beneficial to
language learners all the while being fun and interesting.
Brian (Hong Kong university student; Interview on July 2020)2. Help EFL learners become IDLErs (e.g., YouTubers) beyond the classroom • Establish Special Interest Group based on students’ interests and expertise (School) • Help students become a YouTuber (or Content Creator) (Home) https://www.nationthailand.com/news/30380241 https://english.khan.co.kr/khan_art_view.html?code=710100&artid=201912111649557&medid=enkh
he started to do restaurant reviews
starting from Primary 4, he started ... he was also affected by his
to watch a lot YouTube videos and peers...
then a few months later, he started
to make his YouTube videos
those videos on YouTube are in
English...some from
Singaporeans...Malaysians...we
share the same Asian culture, it’s
about food and maybe about some
jokes...they imitated and made jokes
he got 100 subscribers... it’s a kind
of getting people’s appreciation...
because he watched some videos
made by some young people in
Malaysia and Singapore...he got
inspired...my target is not only the
people in Hong Kong, but all people
John in the whole Asia
(English teacher & father; Interview on August 2020)*1-2 times per week (each 30 mins.)
1. Select a topic
2. Plan and write a script
3. Revise it (feedback)
4. Do rehearsal
5. Record the performance
6. Upload the content
7. Respond to comments
https://www.youtube.com/watch?v=V94mBKC13lk3. Implement 30-Day IDLE Challenge A credit to Flora for this poster
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension.
Contemporary Educational Psychology, 8(3), 317-345.
In-class CALL Extracurricular CALL Extramural CALL
“I can do!” “We can do!” “You can do!”
Weak
StrongIn a world of SMART technology, why learn another language? Do we need a traditional classroom? Do we need a human language teacher?
Godwin-Jones, R. (2019). In a world of SMART technology, why learn another
language? Educational Technology & Society, 22(2), 4-13.
• First scenario: Language learning
no longer needed
• Second scenario: Language
learning is needed, but not formal
instruction
• Third scenario: Blending formal
and informal language learningjslee@eduhk.hk *Workshop will begin at 13:30 in B1-LP-02
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