Introduction

Early examples of technology used to teach languages include the computer laboratories of
the 1960s and 1970s in North America and Europe. These laboratories contained basic
computer equipment that provided language learners with the opportunity to hear
recordings of the language they wanted to learn. In these computer classrooms, learners
would listen and repeat their target language, again and again, in the hope that ‘drilling’
and copying would lead to competency. Needless to say, today’s technologies and methods
have moved on, with individual learners now having access to more cost-effective
communication technologies and equipment, through which they can interact with actual
speakers of their target language, at times and in ways that suit their individual needs. 

The importance of Information and Communication Technologies in language learning

cannot be overstated, and what’s more, this importance continues to grow! Annamaria
Pinter (2017) in Teaching Young Language Learners mentions how the internet itself is now
offering sophisticated opportunities for independent learning, and how young children in
many contexts are becoming socialized into using communication technologies at an early
age. Indeed, ideas about independent learning and communication technologies are central
to the practice of teaching one-to-one online, and it is hoped that this will become more
apparent as you work through the materials in this unit.

David Nunan (2011) in Teaching English to Young Learners, where technology functions as a:

1. Carrier of content and an instructional tool

2. Learning management tool                                                                                      

3. Communication tool 

Communication tools will enable you to do the following:

 To see students and be seen by them

 To hear and be heard 
 To share and receive materials (e.g. lessons and homework, audio or exercise files,
etc.)
 To interact, respond and explain using in-built functions (e.g. drawing tools, giving
digital rewards, using text boxes, etc.)
 To record lessons and collect data for learning and assessment
 There are three system views in A-Classroom: for (Acadsoc teachers only)

 1. Student view
 2. Tutor view (your view)
 3. Customer Service view

Understanding Online Learning

1. Introduction

The use of the Internet and new digital technologies is revolutionizing the way we understand
language learning and education. Online communication tools, like those outlined in section 1,
are no longer considered simple ‘communication accessories’, but are now recognized as being
crucial in allowing the interaction between language learners and language teachers over great
distances in ‘the online classroom’.

In this section, traditional face-to-face classes (like those taken at schools in China) and online
classes (like those taken at Acadsoc) will be compared and teacher roles in these kinds of classes
discussed. Common barriers to online learning, including technical issues and ideas about how to
avoid them, will also be introduced.

teacher roles

Harmer (2015) in his book The Practice of English Language Teaching gives a detailed list
of teacher roles.

The Controller 
This kind of teacher makes announcements, puts students into groups, drills words and
lectures about language points. Controllers stop and start activities when they want to,
correct immediately and give direct feedback.

The Assessor
Gives grades and allows students to pass or fail. This kind of teacher watches carefully and
observes student performance and does not interfere with activities too much. Assessors
give useful guidance and feedback based on their assessments.

The Tutor
The tutor likes to work with students one-to-one or in small groups to offer help and
answer questions. Tutors like to be a resource for information and like to give advice to their
students.
The Facilitator
Facilitators help students along in class, giving them hints, suggestions and personal
encouragement. Facilitators ask questions that make their students think, they also help
games and activities by ‘joining in’.

Controller Teacher (T) Behaviors

 T tells student what they should read and how to read it

 T corrects errors immediately (direct feedback)
 T spends time explaining grammar and vocabulary rules
 T uses summary tests to assess students
 T manages time well by deciding when activities start and finish 
 T only occasionally participates in tasks as an ‘equal member’ because they are the
authority in class
 T sticks closely to the materials
 T gives encouragement and praises their student
 T asks students to repeat words and copy sentences

Facilitator Teacher (T) Behaviors

 T adapts materials to their student’s needs as much as possible

 T explains vocabulary and grammar when asked or when it is the focus of a lesson or
a clear mistake
 T notices student’s problems and changes their teaching style and materials
accordingly
 T lets students finish tasks by themselves
 T corrects S by repeating what they say in the correct way (indirect feedback)
 T relates class material to student’s life and interests
 T gives encouragement and praises their student
 T asks students to repeat words and make sentences

Barriers to Online Learning

 Barriers to Communication (verbal and nonverbal)

 turn-taking

 Unexpected Situations in Class

 Noise in the background

 Students eating or playing
 Students not concentrating or showing no interest
 Other children present, interrupting class or sitting in
  Parents interrupting or attempting to co-teach
 Technical issues

 Technical Issues

extrovert-introvert dichotomy comes from a system called the Myers-Briggs Type

Indicator (MBTI). 

Extravert-introvert

Sensing-intuitive

Thinking-feeling

Perceiving-judging

VAK model =3 learning style

 1. Visual learners

2.       Auditory learners

3.       Kinaesthetic learners

Intrinsic Motivation
Intrinsic motivation is seen as being 'internal' to the individual who is learning their target
language. This kind of motivation is personal and often related to personal goals and self-
image.

Extrinsic Motivation
Extrinsic motivation is 'external' to the individual. It is affected by social and practical
influences such as schooling and employment. 

Age:

Adults,  Teens  and Young Learners (3-12 years) 

Pinter (2017), who divides Young Learners into Younger Children  and  Older Children.

Young children (4-8)

Old Children (9-12)

Note also that CEFR levels Pre-A1 to A2 represent the English proficiency range most
common amongst Chinese learners at Acadsoc.

Lvl 7-12 ACADSOC for IELTS&TOEFL

ADAPTING Materials

1.young Learner

Personalization
Personalization relates to how relevant the material is to the student and their life.

Control
Control refers to how ‘open’ or ‘closed’ you allow an activity to be. Control is useful because
it is an approach that enables teachers to make an activity seem either more difficult (open)
or easy (closed) 

2. Adult

 If the material for class seems too difficult for the learner
 If the material for class seems too easy for the learner
 If the material for class seems a little short, or if the teacher finishes early
 If the material seems uninteresting or unrelated to the learner
 If the teacher wants to add some variety to the lesson
 If the student asks specific questions

FEEDBACK

Feedback is the information that learners get from their teacher about their performance. 

1. Direct feedback is instant and explicit. Direct feedback is important in lessons where

accuracy is important

2. You can think of indirect feedback as being less explicit and more positive than direct
feedback. This kind of correction is sometimes called ‘recasting’ because the teacher
recasts (remodels) what the student says, but in the correct way. (fluency)

ONLINE TEACHING METHOD

A teaching method, or methodology, is a system for language teaching that is based on a

particular theory about language and language learning. 
Scott Thornbury (2017), a famous TESOL writer, states that there has been a shift in attitude
away from fixed, predictable methods towards ‘customizing teaching approaches’ to suit the
local needs of learners. This statement makes a lot of sense when we think about the huge
number of students now individually learning English online, and how different this kind of
learning is compared to traditional face-to-face, group and classroom learning.

SCAFFOLDING TECHNIQUE

Scaffolding is a natural and common-sense approach to teaching that most teachers do

without even realizing. It’s a very useful concept, and the better you understand it, the more
individualized and adaptive your lessons will become.

scaffolding also relates to how you support the learner’s feelings towards your class.