M D L EMBELAJA A

DA I G

IC I
LA G AGE
LEA I G

LFA AKHI A, H.D

AG G GI A JA A, M. D

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Table of Contents
Meeting 1 .......................................................................................................................... 3
The web 2.0 revolution in Language Learning .................................................................... 3
Meeting 2 .......................................................................................................................... 8
Connecting Technology to Language Curriculum................................................................ 8
Meeting 3 ........................................................................................................................ 12
Creating Game-Like Learning Experiences........................................................................ 12
Meeting 4 ........................................................................................................................ 17
Creating Friendly Learning environments......................................................................... 17
Meeting 5 ........................................................................................................................ 23
Creating Exercises through EdPuzzle ................................................................................ 23
Meeting 6 ........................................................................................................................ 28
Teaching English with Technology ................................................................................... 28
Meeting 7 ........................................................................................................................ 34
Technology to assess English Learning ............................................................................. 34
Meeting 8 ........................................................................................................................ 39
Digital innovations to teach English in primary school ..................................................... 39
Meeting 9 ........................................................................................................................ 46
Technology to teach English in secondary school ............................................................. 46
Meeting 10 ...................................................................................................................... 49
Technology and adult language teaching ........................................................................ 49
Meeting 11 ...................................................................................................................... 54
English for Specific Purposes ............................................................................................ 54
Meeting 12 ...................................................................................................................... 61
Blended Learning ............................................................................................................. 61
Bibliography .................................................................................................................... 75

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 Meeting 1

The web 2.0 revolution in Language Learning

Web 2.0 allows its users to give comments, responses, and rates. In this sense, Padlet can
accommodate language learning with the characteristics of Web 2.0. Padlet is an online
bulletin board that can be used to teach writing skills. Not only do learners post their writing,
but they can also attach a file, a URL, a recording, or a video. If they want to attach a picture,
they can attach a file. If they want to share the source of their writing, they can attach a URL.
A sound recording can also be used to see students’ reading aloud skill, to allow their oral
comments on the text, to give dramatic effect while reader is reading the text or to offer other
purposes. Videos can make students’ post more attractive and add a different experience of
learning. visit www.padlet.com.

Creating a Padlet Wall

Once you have logged in using your account or your Google account, you will be directed to
your dashboard.

You can either join by entering the link or the URL you are given or make a Padlet of your
own. In making a new Padlet, you will be provided with some options as shown below.

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You may choose wall, Canvas, Stream, Grid, Shelf, Backchannel, Map, or Timeline. These
templates have the same function in language learning, which is to allow students to express
their ideas and write collaboratively online. If you choose Wall, then you will provide a wall
for your students to write. The following is how it looks if you choose Wall.

Padlet will automatically generate a new wall with random yet attractive background, and a
title. However, you can still modify its appearance by clicking on the settings at the upper
right corner.

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You can change the title and description, add an icon, change the URL as you want it to be,
change the wallpaper, color scheme and font, set the attribution of the post, post positions,
comment, reactions such as Grade 1 to 100, star, upvote or like. Once you have modified the
Wall you can share the link so that your students can access the Wall.

To share the URL, you can copy the link, get a QR code, share in your website, email, Facebook,
Twitter or Google Classroom.
To add a post, click on the pink symbol on the bottom left corner of the Padlet Wall. Once you
click on it, then a blank post will appear.

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If you point the cursor to the post, click on the three dots at the right corner of the post, you
can modify the post like changing the color. If you click on the post, you will be allowed to
attach several media.

From the right to the left, the icons allow the user to upload, attach URLs, search and then
attach from Google, or take pictures. Many other options appear if you click on the three
buttons, where you can draw, record your screen, add a location, and so on. However, one
post can only be attached with one type of attachment.
Finally, The last thing you as teachers is to give appreciation to you students’ writing. It
depends on the kind of rating you set on the settings. Whether to give love, like, a thumb up,

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or a grade. The following picture shows when grade is selected, click on it then you may input
score from 1 to 100.

Discussion
1. How can Padlet be used specifically in your lesson plan?

Quiz
- Do the quiz in the following link
https://edpuzzle.com/assignments/5ec4bc937d65303f2bb25bc0/watch

Assignment
Create a Padlet Wall/Stream/etc. with clear instructions of what students need to do, and
then copy a renamed link of your Padlet here. You can rename the link on the setting.

Let one of your group members be a student to share a post on your Padlet as instructed.

Note: The Padlet that you create doesn't have to be related to your own lesson as long as it
is designed for language learning. Share the URL here on Elena.

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 Meeting 2

Connecting Technology to Language Curriculum

Pictures can stimulate students to write based on the pictures. With technology, pictures can
be used in such a way so that students can learn language skills optimally. One of the ways to
do it is by using Timeline. Timeline is a web-based tool that can be used to show sequences
of activities or happenings. By language teachers, Timeline can be used to have students
express their ideas both in spoken and written language. The pictures and information in
Timeline can engage students in the activities while activating their language skills. Many
websites offer this feature such as asana.com, visme.co, readwritethink.org and many more.
Yet, the simplest one designed for learning is Timeline available here
http://www.readwritethink.org/files/resources/interactives/timeline_2/

What can be made in Timeline

As its name implies, this is specifically designed to create an infographic timeline. The timeline
is not for teachers to create but, the students should be assigned to read, think and write.

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First, they read a certain genre of text. As they have read, they must think how to make series
of events from what they read in Timeline. Finally, they retell the story without reading the
original work. This can be done in writing skills and speaking skills.
Some features that can be benefited from using Timeline is that we can upload a picture that
can best describe the events. The number of pictures is based on the series of events
provided.

As they have uploaded pictures or images necessary, student can also give detailed
information to the pictures. This is done to remind the students about what to write or retell.
In this sense, the information provided cannot be as long as a paragraph.
Finally, if it is considered necessary, students can add date or time to be more specific. Adding
time to timeline helps students to plan what they need to write or say especially in recount
texts. Nevertheless, it can also be implemented in teaching other kinds of texts such as
narrative, explanation, discussion, and even exposition. What’s more important is how the
teacher scaffolds the activities so that students can optimally use Timeline.

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How to make it more effective
Timeline can be more effective if used with other tools such as video makers or voice
recording. The activities will be more challenging for students. For example, as the students
have created a timeline, they record a voiceover of their story. In addition, they can also
arrange the picture in a timeline in video makers, and combine the voice over and the pictures
as if they are story tellers.

Discussion
Please share your ideas about using Padlet and Timeline in relation to KI and KD as well as
objectives you have formulated.
1. How is Timeline relevant/irrelevant to your lesson plan? Explain.

Quiz
- Do the quiz in the following link
https://edpuzzle.com/assignments/5ec4bdc684b83d3f4a496a55/watch

Assignment
Create a Timeline in this link
(http://www.readwritethink.org/files/resources/interactives/timeline_2/). Write your full
name on the project. Upload the pdf file on Elena and then click turn in.
Note: before the submission, add a private comment that describes what it is designed to.

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 Meeting 3

Creating Game-Like Learning Experiences

Playing game always interests people including students. What they want is not a burdening
task, but interestingly enjoyable insightful activities. Games in language learning becomes
what is expected by almost all students regardless of their age from young to adult learners.
In playing games in the classroom, teachers have to keep in mind that every student must
have common objectives and are encouraged to do their best, to compete with other
students, and not to be the least. Moreover, playing together and simultaneously getting the
score are challenging for them, stimulating their engagement and participation. Thus,
experiences and process to acquire language are facilitated.

Types of questions
There are three types of questions that can be created in Kahoot free, including multiple
choice and true-false. Actually, other kinds of questions are available, but these are for
premium users only such as open ended, poll, etc. The following shows different types of
questions that can be created. Crown-like symbols indicate questions for Kahoot premium
users.

To create a set of questions, two options are available, whether you create your own
questions or other users’ questions. The latter can be employed if you don’t have much time

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preparing the materials for students. However, not all available materials match our lesson.
Therefore, out readiness to choose appropriate items relevant to our lesson is the utmost
importance. To create your own set, you can click on “Create” at the upper right corner of the
screen. The following bar will pop up, then click again create.

To use others’ set of questions, click on bar “Discover”. If you search for vocabulary, type
“vocabulary”. The result is shown in the picture below.

Kahoot works as if the students were participating in a quiz. They answer timed questions,
and as the time is up, the right answer is shown including the number of students answering

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the question correctly or incorrectly. So teachers can evaluate their teaching and learning
process and try to improve the condition, especially when the majority of the students choose
the wrong answers.

As they are shown the result of all student in class in a question, Kahoot will shows 5 highest
scores in the activity which is generated from right answers and the time spent in answering
the questions. The faster the students click on the right answer, and the higher the scores are.
Their ranking is shown below. The ranking may fluctuate as different students answer the
question correctly and more quickly.

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Besides, Kahoot allows teachers to look into the class result

Quiz
- Do the quiz in the following link
https://edpuzzle.com/assignments/5ec205350bfc773f0ed0756b/watch

Assignment
Design an EFL task on Kahoot with the following criteria.

- Make a set of 5 questions on Kahoot;

- Question 1 adds a picture and text to the question;

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- Question 2 gives only Options A and C a picture;
- Question 3 provides all options with pictures;
- Question 4 is a true-false question that includes a video link and text as the question;
- Question 5 inserts a video link and text as the question and provides all options with pictures.
- Name the set "Materials - Your Full Name", e.g. Vowels in English - Agung Ginanjar
Anjaniputra

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 Meeting 4

Creating Friendly Learning environments

Friendly language learning environment is what is desired by many students. This can barely
be realized without appropriate methods, activities, and media. Therefore, teaching and
learning media play an important role in creating friendly environment. Such an environment
is not about relaxing and supportive classrooms, but also it must encourage students’
curiosity, motivation, and willingness to learn. Besides, failing in the activities should not
discourage their participation. That’s why a sense of competition must be included in the
activities. For students who have high levels of anxiety, group work at the very beginning is
the solution. Eventually, as they get used to it, teachers can start to have them work
individually.

Playing while Learning on Quizizz

Similar to Kahoot, Quizizz provides students with friendly environment since the tool allows
students to relax and answer the questions within their own pace. It is different from Kahoot
that Quizizz has the students participate in the activity either in group or individually. Besides,
the questions given can be randomly given as regulated in the settings that will be discussed
in the following paragraphs. The following picture shows the game modes available in Quizizz.

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The classic mode is to have students work individually, while the team mode of course lets
them work in group. In the meantime the test mode puts them in test-like situation where
there are no memes or live scores which are available in the classic and team modes.
Types of questions that can be created entail multiple choice, checkbox, fill-in-the-blank, and
so on.

You must be familiar with these types of questions. Multiple choice and checkbox questions
are different in a way that checkbox allows for more than one answer options. If you create
a poll, the question cannot be graded, unlike the other question types.
To make the question appealing to students, the teacher can also add pictures, recording, or
link to each question and options in multiple choice questions.

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At the right side of the question as show in the picture above, you can add an image and a
voice recording (maximum 10 seconds). It also shows a preview when students see the
question that you make. Besides, you can also adjust the time limit to answer the question.
In the picture above, it is shown 20 seconds, meaning that students answering the questions
later than 20 seconds will not earn bonus points. As you have designed a task for your
students, you may choose to give time live activities or homework (See below).

Both playing Live and assigning Homework have similarity in a way that the code must be
shared to the students. In addition to it, you can also share the direct link to your set of
questions so that your partners can get the questions modified. If you intend to share the link
to other teachers, click and copy the URL link. Do not share the link to the students
since they will know the key answer of your set of questions. What you need to do is to share
the code of students’ activity as you choose “Play Live” or “Assign HW”. The code will appear
when you click continue in Live or Homework.

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What about the settings? Every time the teachers are ready to launch the task, teachers will
have to choose options that can be set based on the students’ characteristics and lesson
objectives.

As shown in the picture above, you can limit student attempts, show answers in game or post
game, activate power-ups to allow bonus points, set a timer, show the leaderboard or
ranking, shuffle questions so every student will not get the same question at the same time,
allow redemption question to correct their answers, and show memes to boost their spirit.
If in Kahoot, only five highest scores are shown, in Quizizz all the ranking from the highest to
the lowest are shown. This is sometimes crucial when teachers need to use the lowest scores.

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This lowest score can be used to motivate students to improve their achievement on the task.
If not used appropriately, this can lead to students’ reluctance to participate, leading to
degradation of courage and motivation to learn. Particularly, we can deactivate the
scoreboard so that the students can not see their ranking or position. If it is deactivated, we
can still monitor students’ scoreboard. Furthermore, we can look into the report of the
students by clicking the left side bar “Reports” as the activity ends.

If we click one of the reports, we can instantly see students’ scores, review their answers,
analyze questions and download the result that can be opened in Microsoft Excel.
Downloading the result will ease teachers’ burden to recap or record students’ scores.

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Discussion
Please explore Quizizz & Kahoot, and answer the following questions.

1. How do you think Quizizz is different from Kahoot?

2. To what extent do Quizziz and Kahoot facilitate EFL learning?

You can actually see and comment on your friends' answers after submitting your own
answer.

Good luck!

Quiz
- Do the quiz in the following link
https://edpuzzle.com/assignments/5ec4be9ea26a3c3f0f1e18a2/watch
Assignment
Design an EFL task on Quizizz with the following criteria.

- Make a set of 5 questions on Quizizz;

- Question 1 adds a picture and text to the question;
- Question 2 gives only Options A and C a picture;
- Question 3 provides all options with pictures;
- Question 4 makes your voice as the question;
- Question 5 includes your voice as the question and provides all options with pictures;
- Name the set "Materials - Your Full Name", e.g. Vowels in English - Agung Ginanjar
Anjaniputra
- Make it homework in which students cannot see each answer in-game.

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 Meeting 5
Creating Exercises through EdPuzzle

Sometimes doing exercises from the book (LKS – Lembar Kerja Siswa, for example) can be just
plain boring. The integration of ICT is a way to break this boredom. There are many varieties of
software and programs offered in the internet, and EdPuzzle is one of them.

A. What is EdPuzzle?

Edpuzzle is an easy-to-use platform that allows us to engage every student, one video at a time.
With just one click, you can find video lessons created by other teachers, including formative
assessment. Another click and you can adapt that video by embedding your own questions or
audio. With the final click, assign it to your students and get beautiful hassle-free analytics: see
who watched the video, who didn't understand the lesson and who did a good job. Students can
re-watch the video as many times as they need at their own pace, while you can easily check their
progress from your account.

B. Creating Video Lessons

With Edpuzzle, you can customize your lessons for every class by creating your own questions
and notes. You can add:

1. Open-ended questions
This is perfect if you want your students to give a more thoughtful response. These are not
automatically graded since each student's answer will differ.

2. Multiple-choice
Here you can select which answers are correct and incorrect. Test your student's understanding
with all kinds of question formats, like true/false, single answer, multiple answers and more. These
are graded automatically.

3. Notes
This is your tool for telling your students anything you need them to know about the video. Add
context, give instructions or add an interesting fact!

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C. How to assign a video lesson?

You can either assign each video individually or assign multiple videos together.
(Or check out our articles on how to post assignments if you're using Google
Classroom, Canvas, Schoology or another LMS.)

Assigning videos
Once you've edited your video lesson, you can assign it to a class directly.
1. While in the "Content" tab, click on "My Content" on the left-hand side.
2. Check the box(es) below the video(s) you wish to assign.
3. Select "Assign" from the bottom menu.
4. Choose the classes you want to assign the video to. By default, the "Assign all" option
will be selected which assigns the video to all the students in your class, including any
students who may join your class in the future.
5. If you only want to assign the video to certain students in your class, check the box for
the class you're interested in and choose the "Assign manually" option. Then you can
select the specific students to assign your video to. (Please note that this isn't available
for Google Classroom classes.)
6. Add a start date, due date and start time, and choose if you want to prevent skipping,
turn on closed-captioning or post on Google Classroom if desired. Click "Assign" and
you're done!

One example that you can have a look is available in the link below, including the types of
question that can pop up.
https://edpuzzle.com/media/5e8a08338e7e203f1810f197

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The picture above shows an open-ended question that appears on the right of the screen as
we watch the video. If you are not sure of the answer you can rewatch or just skip the question.
Skipping the questions means you lose certain points.

In the picture above, a multiple choice question appears. If you assign the video to your
students in a class, you can choose to allow skipping or not. If you do not allow the skipping
option, your students will not be able to continue unless the answer is submitted. As your
students completed the task, you can manage to grade your students.

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A full green line indicates that your students have completed all the questions given on the
video. In the meantime, a red dot denotes your student’s absence in the task. You can also see
the date on which their participation in the task was submitted. If you want to start grading
them, click on the student’s name, you will be directed to the following page as shown below.

To see the student’s answers, scroll down and check the answer.

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At the right end of the answer you can click on if the answer is incorrect, or if the answer
is correct. Besides, sometimes the answer is to some extent correct. In such as condition you

can also type the score on the box on the right side of .

Discussion
1. What skills can be best taught by using Edpuzzle?
2. What challenge do you encounter when using Edpuzzle?

Quiz
- Do the quiz in the following link
https://edpuzzle.com/assignments/5ec206bf0e4e1b3ef1df4cb0/watch
Assignment
Please create an Edpuzzle video of your own. Share the public link to our class on Elena. Here
are the criteria of your video lesson.
- use/choose a video appropriate for EFL students at secondary school.
- use/edit/make a video different from your friends'.
- focus on language skills: listening, speaking, reading, or writing skills.
- provide at least 5 questions: 3 multiple choice and 2 open ended-questions.

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 Meeting 6
Teaching English with Technology

Teaching English can be conducted either with technology or without technology. Teaching
English with technology is not solely about sophisticated tools applied in the classrooms, but
most importantly student engagement in the activities to pursue the lessons objectives.
Therefore, the use of technology in English classroom needs to take into account the students’
characteristics and lesson objectives, denoting interdependency.

Digital tools specifically designed to teach English are available. Among others are voice
recording, lyrics training, Mondly, and Padlet. Voice recording can be used to teach speaking
skills to pronounce words correctly. Lyrics training can be used to teach listening skills by
listening to music. Mondly can be used to teach language skills, vocabulary and grammar.
Padlet can be a wall for students to improve their writing skills. In this chapter, we will explore
how to use Mondly in your class since it can cover a wide range of language skills and language
aspects.

Mondly can be accessed on your smartphones or PCs. As you have downloaded and installed
Mondly on your phone, you will need to choose your native language and the language you
want to learn. As you have chosen one of the target language, you may select your proficiency
of the language whether you are as a beginner, intermediate or advance student. If you want
to allow the tool to record your progress, you need to register your account.

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To continue, we need to select a topic of interest: travelling, business, romance, preferences
or hobbies, or school.

How students learn in Mondly

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Mondly provides students with game-like language learning. It can be used for activities in
the classrooms or for homework, but teachers need also provide students with follow up
activities to reinforce what they just learned on Mondly. On Mondly, students learn by
accomplishing specific milestones, using different language skills, completing daily materials
and completing weekly quizzes.

Accomplishing specific milestones

Specific milestones on a topic should be completed prior to advancing to the next milestones.
In a topic, students have to complete 7-8 tasks. The tasks are various, encompassing
vocabulary learning, conversation, spelling, listening, speaking, etc. Once students complete
a task, their score will be recorded. Their score can also be compared to their friends, making
them motivated and enthusiastic to learn more and more.

Using different language skills

Mondly enables students to practice different language skills. Sometimes, they have to
respond in conversation by recording their voice. In addition, they are introduced to
expressions in English, in written or spoken mode. Therefore, not only do they have to speak
and write, but they also are required to listen carefully to and read the instructions. What’s
beneficial for students is that the expressions may be the same, yet the expected response is
in different modes. In this regard, students have an opportunity to focus on drilling and
repetition leading to long retention of the language items.

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Completing daily materials
Mondly adds daily materials that students can do every day. Students’ daily progress are also
recorded. The record provides some information about how many days, how long,
how many words and how many phrases they have learnt. It also gives information about
consecutive days of learning. This kind of information can be used by teachers to control their

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students’ learning and their progress. However, to check their progress, the teacher has to
check individuals’ phones one by one as if it were to check students’ practice book. Teachers
can have some time to check it before going into the lessons. In other words, daily materials
provided by Mondly can be used as homework.

Completing weekly quizzes

There is also a weekly quiz that students can take if only they have completed all daily
materials. This can motivate students to do all the tasks since they are forced to do it if they
want to get weekly scores. Besides, daily and weekly materials will in turn be accumulated to
allow for participating in monthly challenge. However, as a teacher, keep in mind that every
material that students completed has to be followed up by classroom activities. That’s why
the teacher’s role is yet central to the implementation of technology in the classrooms.
Technology matters when used appropriately.

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Discussion
1. What do teachers need to do to be effective in using Mondly?
2. Each student is unique and has preferred learning strategies. As a teacher, how can
teachers apply Mondly to facilitate students’ different characteristics in EFL
classrooms?

Quiz
- Please complete the quiz in the following link
https://edpuzzle.com/assignments/5ec2079f878a0e3e8209faa3/watch

Assignment
- Create a follow-up activity in the classrooms that is relevant to a learning material
from Mondly. Put your ideas in a lesson plan. You may use other digital tools to assist
Mondly. Upload your lesson plan on Elena.

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 Meeting 7
Technology to assess English Learning

Assessment has always been a prevailing issue in language learning. In integrating technology,
it is important to integrate different kinds of assessment, not only from the perspective of
teachers, but also that of peers and students themselves. However, assessment concerns
many aspects such as validity, reliability, practicality, washback, and son on. It is getting more
intricate when assessing language skills such as writing and speaking. Writing and speaking
skills are very complex and these two skills are rarely assessed by utilizing technology.
Speaking skills can be assessed by technology in terms of the pace of speech and clarity. If we
compare it to the constructs for assessing speaking skills proposed by Brown (2001), assessing
speaking skills by looking at the pace and clarity is far from being a valid assessment. Five
constructs are proposed, which entail grammar, pronunciation, task/content, vocabulary, and
fluency. The assessment done by technology only covers a small extent of fluency and
pronunciation, which cannot be a measurement of speaking skills.

As technology develops, automation in language assessment merely helps teachers in

multiple choice, true/false, or short answer types of questions. This is appropriate for
assessing receptive skills such as listening and reading skills. These types of questions have
been debatable to assess speaking and writing skills; in terms of practicality, the test
containing such question types can easily be given to students and is not time-consuming to
assess, yet in terms of validity, it is argued that such a test does not really assess students’
productive skills. Therefore, the aspects comprising validity, reliability, practicality, and
washback as well must be taken into account.

Creating tests or quizzes on Socrative

Despite the intricacy of assessment in language learning, Socrative can be used to
accommodate teachers to create tests or quizzes for their students. Yet, it is limited to certain
types of question if automation in assessing students is preferred. It can also be used to
provide longer answers such as essay writing, but it is the teacher who has to assess their
students. Socrative can be accessed in https://socrative.com and is available in App Store or

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Play Store. As teachers, you must download Socrative for teachers, while your students must
download Socrative for students.

Multiple choice
For multiple choice questions, you can add a picture as necessary. Besides, the minimum
choices that you can provide are two answer options. However, you can add as many as
choices as you want. Furthermore, if you provide more than one answers, you can check two
options which are correct as shown below. In the right of the questions, there are a tab where
you can delete the question, move it down or up, or duplicate it. If you turn the formatting
on, a new option bar will appear, allowing you to make you text bold, italic,
underlined, subscript, or superscript.

True/False
True/False questions can be given to students in reading skills or listening skills. Similar to
multiple choice questions, this type of questions allows teachers to also add pictures and
format the text. Click on “True” if the statement is true and click on “False” to indicate a false
statement. As you click on it, the box will change into green box, denoting the correct answer.
You can also add an explanation indicating why the statement is true or false. The box for
explanation is below the correct answer boxes.

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Short answer
Creating short answer question is rather tricky. If you do not add any correct answer, you will
need to correct students’ answer, meaning that it is not automatically corrected by the
system. In the other hand, if you add a correct answer, students have to answer exactly the
same as the answer. In this sense, spelling errors and punctuation are not tolerated. For
instance, if the answer is “Andi”, the students need to type “Andi”. Those answering “andi”
will be considered incorrect. Therefore, if you want to add a correct answer, add as many as
possible answers like “andi”, “andi.”, or “Andi.” As shown in the picture below. It is equally
important to give clear instructions. For example, ask your students not to add any
punctuation on the answer or not to use a capital letter at the beginning of each word. By
giving such instructions, it is safe to only add one possible answer.

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As you implement the test or quiz in your class, the result report can be seen (see the two
pictures below). You can choose whether or not it shows names and answers. Besides, you
can change view individuals’ progress in percentage, score in percentage, or score by the
number of correct answers. If you swipe left, you will see individuals’ answers on the rest of
the questions. Each answer is signified by colors: Red denotes incorrect answers, green is for
correct answers, and white or blank boxes show unanswered questions.

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Discussion
1. Do you find any better tool to assess students’ language skills?
2. Do you think Socrative can be used to assess speaking or writing skills? why?

Quiz
- Please complete the quiz in the following
link https://edpuzzle.com/assignments/5ec207eeb75a053eeb4f6e4c/watch

Assignment
- Create a test to assess language skills by using Socrative. Make at least 20 questions.
Please indicate the materials and the objectives of the lesson plan as you share the
link on Elena.

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 Meeting 8
Digital innovations to teach English in primary school

Once digital innovations are applied in teaching, the teaching becomes more efficient. For
instance, it is apparent that the use of PowerPoint makes teaching more efficient than that
of chalks and boards. The efficiency of the teaching should also be in line with its effectiveness
to pursue teaching goals. Hence, effective and efficient digital innovations to teach English
are demanded.
Teaching with the aid of technology can be applied to different generations. When it comes
to teaching English in primary school, some considerations must be taken into account. First,
children get bored easily due to the nature of their attention span. The next is meaningfulness
and contextuality of activities provided for them. Teachers have to provide learning tasks that
they consider meaningful and contextual to their daily life. The other thing is to emphasize
hands-on experience of students. They have to learn by doing and participating in the
activities, usually being given activities that require movement. The last but not the least is
drilling and repetition. Young learners have to be given an opportunity to repeat what they
learn by presenting what they have got as guided and facilitated by the teacher. Given the
consideration, one digital innovation that can be deployed to teach English in primary school
is Virtual Reality.
Virtual reality (henceforth, VR) is a simulated experience which can be similar to the real
world. It generates realistic images, sounds, and other sensations as if the users are physically
present in a virtual environment. For example, if a student virtually visit a prehistoric
museum, then VR will allow the students to experience what it seems to be in the prehistoric
museum. Besides, the students can actually look around the virtual environment, move
around it, and interact with virtual stuff available. What is incorporated in VR is commonly
auditory and video feedback. It can also provide sensory and force feedback to make the
virtual environment real for the users.
In EFL classes, VR can be implemented in such a way to have students practice the language.
When it is applied, not only do students their receptive skills, but they also perform their
productive skills. The receptive skills such as reading and listening are used when students are
in the virtual environment, while the productive skills are activated as they have done

39
observing the virtual environment to tell their experience in spoken or written language.
What is needed to implement it is smartphones, VR boxes, and VR videos easily found in
YouTube.

Various types of VR boxes and headsets

Taken from https://ngelag.com/wp-content/uploads/2016/09/Jenis-Jenis-Virtual-Reality-
Headset.jpg

Ways to use VR in the classrooms

In EFL classes of primary school, activities that students can do encompass:
1. Vocabulary learning
The simplest way to use VR is to have students learn new vocabularies. For example
they are visiting a virtual zoo, teachers can simply ask the students what animals are
kept in the zoo. While they are in the virtual environment, they can open the
dictionary, jot down something, and discuss it with their friends. They will be engaged
in the activities as the activities promotes hands-on experience and meaningful and
contextual learning. To make the lesson more effective, teachers can limit their time
and have them present what they acquire as a technique so as to allow for repetition
and drilling.

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 Source: https://www.youtube.com/watch?v=KOcXkvD1hCE

Source: https://www.youtube.com/watch?v=bpU8Oczc_OA&t=5s

2. Field trips
Field trips for elementary school students would be interesting. They can engage in
the activities, collaborate with their friends, conduct meaningful activities promoting
hands-on experience. Teachers can have students retell their experience moving
around the virtual environment such as museums, zoos, factories, and even planets.

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 Many VR videos are available on YouTube. The videos can be utilized by teachers to
stimulate students’ productive skills. Besides, Google Expedition can also be used as
an alternative. The following is how the content of Google Expedition looks like.

Source: https://www.youtube.com/watch?v=iZJPO7FVM3U

3. Practical skills
VR can also be used in the classroom to introduce students to different kinds of jobs
or practical skills. They can become a lab technician, a cashier, a doctor, a chef, and so
on. Teachers can begin the activities by asking the students “what does a cashier do?”

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 “what do we need to make a hamburger?” if the simulator is about being a cashier
and a chef. By asking the students such questions, they will be stimulated to find the
information in the simulator. However, the challenge for teachers is to find an
appropriate VR videos that can accommodate students’ interests.

Source: https://www.youtube.com/watch?v=4sxAgVM5tOw&t=171s

4. Game based learning

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Children love playing games. VR provides elementary students with game-based
learning. For elementary school students, you can download Supermarket VR for
android. Then, for student activities, you as teachers can ask them to buy their favorite
food or snacks in the supermarket. Finally, students can be asked to tell what they
bought. They can learn numbers, adjectives, colors, and so on. This game-based
learning can lengthen their attention span because they learn by doing.

Source: https://www.youtube.com/watch?v=4bhCnXOlRbg&t=46s

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 Source:
https://www.youtube.com/watch?v=flq9igrS1IY&list=PLi7c1Zok2EFRN44oqmIy1wCp
RS-d5WE0g

Discussion
1. How to optimally teach elementary students with VR?
2. What are the weaknesses of using VR for Elementary students?

Quiz
- Please complete the quiz in the following link
https://edpuzzle.com/assignments/5ec208c9237f363f6c856dbc/watch

Assignment
- Create a lesson plan to teach elementary students by using VR. Upload your lesson
plan in our class in Elena.

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 Meeting 9
Technology to teach English in secondary school

Teaching English to high school students can be conducted by using Canva. It is an online
graphic design platform used to create social media graphics, presentations, posters and
other visual content (go to www.canva.com). This app is especially useful to teach writing
skills such as making an advertisement, a curriculum vitae, a letter, an announcement, and
other materials related to writing. It allows students to activate their creativity and
collaboration skills. In Canva, students can create a text creatively while providing relevant
visualization to make their text more interesting. in addition, they can work collaboratively to
get a project done. Without a premium account, a free account in Canva can do what is
needed for learning purposes.

Creating a Canva Project

Students in secondary school grapple with many different text genres. As teachers have built
students’ knowledge of a text and modeled how to write the text, students can start using
Canva to write a text either collaboratively or individually. They can put their thoughts on a
Canva Template.
- As you have signed up for Canva, you can directly start the project from a template
available for free or by clicking “create a design”. Many options will pop up such as
letter, poster, logo, presentation, certificate, card, infographic, newsletter, and so on.
- As you click one of the specific designs, you will be directed to your blank design, and
on the left of the screen are kinds of template you can choose. Since announcement
is selected, the templates are all about announcement.

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 You can actually either choose one of the templates or make your own original design.
- On the left bar, there are some symbols. You can add pictures from your device and
those available online; You can add shape to furnish your design or just simply to write
on; You can add videos; you can change the background as well. With “drag and drop”
interface, students can easily move objects as they want them to be.
- As you add text, you can modify the text based on your own preferences.
- If your design needs more than one page, you can easily add a new page. This doesn’t
limit students’ creativity, but accommodates it.
- To allow for collaboration with others, add other contributors by email or by sharing
them the link. as you click “share”, a tab showing the sharing options appears.

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 - If you finish creating the design, click to download your design. Some types of files
can be downloaded such as png, jpg, pdf, video, gif, and animation. However,
“Animation” is for Canva Pro users only.

Discussion
1. What language skills can be taught by the use of Canva?
2. Is it possible to use Canva for young learners? Why?

Quiz
- Complete the quiz in the following
link https://edpuzzle.com/assignments/5ec2097077e5f63f00529149/watch

Assignment
- Work in group to create a Canva design. The design is in the form of infographic about
the materials that you plan for your students. Share “a link to view” to our class on
Elena.
- Individually create a Canva design for teaching writing to students in high school.
Include also the assignment on the design where students need to do it on Canva.
Make the instructions as clear as possible for your students. Share “a link to view” to
our class on Elena.

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 Meeting 10
Technology and adult language teaching

Teaching language to adults is different from teaching it to young learners. Adults have been
ready to receive rule explanation of language. Besides, they have responsibility for what they
do in the classroom as they are willing to learn. Unlike your learners, most adults learning a
language are equipped with instrumental motivation that can drive the learners to achieve
certain qualifications and career prospects. Therefore, teachers can engage adult language
learners in learning activities through Mindmeister and Videoscribe.

Making Use of Mindmeister

Mindmeister is a simple mind-mapping tool available online which is beneficial for the
educational field in general and English language teaching in particular. It allows students to
visualize, share and present their ideas via the cloud. This will help adults to perform in language
classes specifically to assist them in activating their speaking skills because by using Mindmeister
adult learners don’t have to memorize everything. Memorization is one of the weakness of adult
language learners. MindMeister comes to overcome the problem as the learners can map out what
they understand on MindMeister. Moreover, it also has a more appealing appearance that can
attract the learners’ attention.
MindMeister also allows the learners to work in a real-time collaboration with the others as
they can edit a mind map altogether, automatically being saved. In addition, this real-time feature
enables the learners to share and edit mind maps, give comments and feedback, attach files,
images, videos, and links to internal and external sources, via embedded URLs. Can it be used
not only by the learners, but also teachers can make use of it to present the materials.

Creating a mind map for language learning

MindMeister offers important features in creating a mind map. The following is how you do it.
- Go to www.mindmeister.com.
- If you are new to it, create an account by signing up. It is easy to sign up by using your
Google account.
- As you have signed up, you will be directed to your home of MindMeister.
- To create a new mind map, you can use an available template, then clicking on it, or you
can make your own template by clicking on +
- First, write down your main topic of the mind map.

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- You can add a topic related to it by clicking on or right-click the mouse and then add
topic. If you want to add another topic related to the sub topic, click on the sub topic and

then add a topic by clicking .

- To modify the text, find this picture , consecutively for font size (a),
boldness of text and italicization.

- Click to change the color of topic. Use this to make the map more attractive.

- Click to change the style. You can also customize your own style including the font
type by clicking “Customize”.

- Click to change the boundary style of the idea on the map.

- Click on these three icons to attach an emoticon, a picture, or a video. In adding

a picture, you can choose a picture from your directory, from web, or you can also create
your own picture. In adding a video, you can add a video from Youtube, Vimeo,
Dailymotion, or only the URLs.

- Click on the left of the map to add notes for example to give notes to our students or
to our collaborators editing the map. Or we can also make a note to help us memorize
what to say in presenting the map. It will look like the following.

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- Click beside the note symbol to add comment. Adding a comment to a topic is useful
especially in collaborating and discussing what’s best for the mind map. By leaving a
comment and a note, collaborators can read it, initiating collaboration among them.

- If you want to attach a file to your ideas, click right beside the comment symbol.

- If you want to attach a link, then click right beside the file attachment symbol.
- If you want your mind map to be more attractive, you can edit the background by right-
clicking on the map and then click “Customize map theme”. Click on the bar Background
and Lines. You can just change the color background or add a picture from your device.
The following picture is the example of using a picture as the background to a map.

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 - You can share the mind map so that others can work collaboratively with you in
creating the mind map. Click “Share” on the bottom of the map and you can invite by
email or you can generate your mind-map link by checking the box “link to share”. It
is also possible to share it on your social media such as Facebook, Twitter, or Pinterest.
In addition, you can also edit the sharing setting whether the member having the link
can only view or can edit.
- Finally, once you have finished editing the mind map, you can create a presentation
or a slide show by clicking on . Just click “Auto-generate presentation” to make a
slideshow automatically. You can also click + to add another slide.

Discussion
1. Why is MindMeister more appropriate for adult language learners?
2. To what extent does MindMeister help adult learners acquire the language?

Quiz
- Complete the quiz in the following
link https://edpuzzle.com/assignments/5ec209ac0d823d3ef91d6fa9/watch

Assignment
I. Work in your group to create a mind map in MindMeister. Work collaboratively to
create a mind map designed to teach language skills: listening, speaking, reading, and

52
writing. You can comment or add notes so that you participate actively in developing
the mind-map. Share the link to our class on Elena so that everyone can view.

53
 Meeting 11
English for Specific Purposes

Learning Specific Terms on Quizlet

Quizlet is a platform specifically designed to learn vocabulary. It allows students to learn
technical words or terms alongside the definitions. This app enables teachers to teach English
for Specific Purposes (ESP) as students can be introduced to a myriad of terms specific to
certain fields. You can use others’ study sets or create your own set. It is compatible for PC,
Android, and iOS, making it accessible for everyone (go to www.quizlet.com). Moreover, a
class can also be created for specific classes so students learning English with different specific
purposes can be focused on learning required vocabularies. The words combined in a study
set are presented in digital flashcards that have some other features such as Learn, Write,
Spell, Test, Gravity, Match, and Live.

Learn Mode
In Learn, students can learn by looking at each definition and choose the term by tapping or
clicking on it. If their answers are correct, then they will progress. Students can also set their
own learning by answering with definitions instead of terms on Options. Their progress is
indicated by the percentage of completion. Here is the picture.

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Spell Mode
In Spell, students will learn by listening to words and write the correctly spelt words. This is
appropriate for students who have difficulties in spelling English words. Actually, terms and
definitions can be swapped dependent on the need, and the definitions don’t have to be a
longer description. The definition can be filled with only one word or even without any word,
yet a picture. The Spell feature is shown below.

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Write Mode
Unlike Spell Mode, the Write mode allows students to learn not by listening to the words, but
by reading it and then finally writing the answer. It is also different from Learn mode in which
students are offered with options and they only need to tap the answer that students need
to write the terms or definitions. However, it should be noted that in Quizlet the answer typed
must be the same as the answer, any difference is not tolerated. It is depicted in the following
picture.

Test Mode
In addition, the Test feature is also available to learn words in a test-like condition. In Test,
several types of questions can be selected thoroughly or partially, such as matching, multiple
choice, written answer, and true/false question. The number of questions can also be set
based on students’ need, Besides, teachers can monitor students’ progress, which students
do not learn in Test mode, or which words are mostly answered incorrectly by students. The
following is the example of Test in Quizlet.

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Match Mode
In Quizlet, students can also learn as if they were playing such as in Match mode. Students
are provided with several terms and definitions randomly, and then they have to drag the
term to its definition as fast as possible. This mode will engage students in learning because
their time of completion is shown to all students. As their position in the leading board is
overtaken by his/her friend, they will try to get their position back. However, teachers must
keep in mind and remind students that learning in Match mode is not only about time, the
most important thing is that students read the terms and the definitions before matching
them. This is done to assure students’ optimal learning experience.

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Gravity Mode
Gravity mode, a fast-paced study game, engages students in answering the term based on the
definition that appear in an asteroid and they must the asteroid hits the ground. An asteroid
hitting the ground will make students go further to the next level, whereas each correct
answer gets students one step closer to the next level. The same as Match mode, scores in
Gravity mode can also be seen by all students in class.

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Live Mode
The last mode is Live mode which is initially offered to facilitate collaborative learning virtually
regardless of space. In this mode, students will learn in group and compete for answering all
the questions given. To play in this mode, teachers have to share the six-numbers key and
students insert in in https://quizlet.com/live. In a group, all members are given the same
question whose correct answer is only one, in one of the members. Correctly answering the
question gains points, while incorrectly selecting the answer causes the group lost all the
points and need to start over. The group that answer the questions perfectly in a row without
any mistake will be the winner. Once the game is over, students can review what they
answered incorrectly and what must be the correct ones. Furthermore, if teachers want to
play in the Live mode again, just click “start again” and the teachers can shuffle students and
their teams. It is getting more interesting since now Quizlet also allows individual students to
compete against each other individually.

Discussion
1. How can Quizlet be used to teach Grammar?
2. How to make sure students engage in the activities utilizing Quizlet?

Quiz
- Let’s play in Quizlet Live. Go to https://quizlet.com/live. The key will later be informed.

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Assignment
I. Create a class designed for ESP. Allow all your group members to the class by sharing
the class link to them. Create an original study set to teach ESP consisting of at least
30 pairs. Explain how would you use the set (include also the objective(s), language
focus, and the students)? and why do you think your set fits the objective(s) and the
students?

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 Meeting 12
Blended Learning

Blended learning is a mix of face-to-face and online learning, integrating multiple modes of
instructions and learner’s practice. The learning activities are not only done in classroom, but
also done online. The tasks given, submitted, and assessed can be shared either in
conventional classes or online classes. So, they are blended in such a way to improve teaching
and learning practices.
Some online classes, what’s so called Learning Management Systems (henceforth LMS),
are available for free, such as Google Classroom, Edmodo, Schoology, and even some online
platforms, specifically Edpuzzle, Quizlet, and Quizizz, allow teachers to create classes as
necessary.
It has four models that can be deployed in your classroom: Station Rotation model, Lab
Rotation model, Station Rotation model, and Flipped Classroom model.

Station Rotation Model

Station Rotation model allows students to experience different kinds of modalities for
timed activities in a classroom. Students are provided with different modalities of learning:
some groups work by using software or other online-based work in the classrooms, some
other groups receive direct instructions from the teacher, being followed by various activities,
and the rests of groups in the classroom learn independently and conventionally such as
reading a book, doing exercises, etc. The following picture describes how this model works.

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Taken from https://miro.medium.com/max/1400/1*0EuDkNvIAqC6pbao7g-x8g.png

Lab Rotation model

As its name implies, Lab Rotation Model emphasizes the rotation of students to the computer
laboratory. This is usually deployed when the number of computers is limited, which cannot
accommodate all students. This is rarely done in today’s classes especially when the school
allows the students to bring their smartphone to school since the presence of mobile phones
provides a rather similar function of computers, functioning to ease access, communication
and collaboration. However, this model works well in schools that prohibits the use of
smartphones during school hours. It can start with teachers delivering a mini lesson and
checking students’ understanding on the lesson. The students that can grasp the materials,
we call it the first group, fast move first to the laboratory to do independent practice or
personalized practice regarding the lesson such as reading online, browsing for some
information and so on, in the meantime the students that require teachers’ assistance, the
second group, stay in the classroom working within a small group. As the second group of
students is ready and the students will have their turn to do independent practice as the
previous group does. How this model is implemented can be seen in the picture below.

62
Taken from https://www.readinghorizons.com/literacy-articles/blended-reading-
approach/models/rotation-model

Individual rotation model

In individual rotation model, the procedure is rather the same in a way that students’ learning
is rotated based on the prepared materials of the teacher. However, individual rotation model
focuses on individual preferences. One may work in front of the computer before getting
direct instructions from the teacher, while another one may have discussion or do a project
after working out tasks online. Unlike station rotation model, there are no timely fixed
activities that students must go through. This is purely based on their needs. Therefore,
students don’t have to do all modalities provided in the classroom. it is depicted in the
following picture.

63
Taken from https://www.readinghorizons.com/literacy-articles/blended-reading-
approach/models/rotation-model

Flipped classroom model

Flipped classroom is simply a classroom that is flipped in a way that the activities usually done
in face-to-face meeting are now in online modes. This model commonly provides a video
lecture for students. The video is used in online classes where students can watch the video
repeatedly to make sure that they understand. The video is also enriched with quizzes or
assignments. As the online classes emphasizes personalized and self-paced learning, it is
followed by a conventional class in which the teacher elicits their responses regarding the
materials learnt online. By doing so, the teacher can focus on mending individual weaknesses
on the materials. The following depicts how flipped classroom works.

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Taken from https://sites.google.com/site/blendclass/_/rsrc/1468870623105/flipped-
classroom/flippedclassroom.png?height=215&width=400

Learning Management System Facilitating Blended Learning

As mentioned before, LMSs can be used as a tool to provide students with online classes. So,
21st century teachers are required to make use of them efficiently and effectively. Among
others are Google Classroom, Edmodo, and Schology. These LMSs are widely used by teachers
and their features can replaces what teachers can do in conventional classes. For instance,
grading students as an evaluation process is made simple and safe without worrying about
the possibility of losing the document.

Google Classroom
As you have a Gmail account, Google Classroom will be instantly available as you go to
https://classroom.google.com. In Google Classroom, assignments can be given through
Stream or Classwork. But before giving the assignments, make sure that students are in the
classroom, so inviting students to join the class is essential. How to use it is shown below.

Inviting students and teachers to the classroom

As you have logged in to your google classroom account, you can create a class by clicking on
“+” on the upper right corner of your computer screen.
- choose “create a class” and then insert the identity of your class such as class name,
section, subject, and room. if you have created a class, it is now time to invite your
students. Two ways can be used to invite students.
- just share the class code available on Stream below the class identity.

65
 - Or invite the students by email.
- Go to the class
- Click on “people” bar.

- Then click on the student part. If you click on the teacher part, then you
will invite them as teachers. Keep in mind that inviting teachers can only be done by
email invitation. Code sharing is limited to adding students to the class.

Posting materials, assignments, quizzes, etc.

Posting materials, assignments, and quizzes can be done on Stream by attaching a file or link.
However, posting directly on “Stream” prevent teachers from Grading students’ work. So,
posting assignments or quizzes that can be graded should be done by the following steps.
- Click on “Classwork” rather than on “Stream”. As you click “Classwork”, you will see
“+Create”.
- Click on “+Create”, you can add materials, questions, quizzes, assignments or topics.
Adding materials, questions, quizzes and assignments allows teachers to schedule
posts as needed. Besides, when you want to post a question, quizzes, and
assignments, you can set the due date. However, the option is not available for posting
a material.
- Add a question when you expect students to discuss or write directly on the post.
- Add a quiz if you want to share a quiz link from Quizizz, Kahoot, Edpuzzle, and so on.
- Add an assignment if students are required to upload files.
- Add a topic to organize the materials, questions, quizzes, and assignments based on
certain topic or meeting. It will be more organized, and it allows for retracing students’
activities easily on certain topic or meetings.
- If you want to use your previous posts to other classes, click “Reuse”. This is useful
when you are teaching more than one class of the same subject. For example, if you
upload large files on a post, it is more efficient to reuse the post, instead of creating a
new one, which will be time consuming to reupload the files.

Grading students

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As mentioned before that grading students can only be done if you post assignments,
questions, and quizzes. It will be automatically shown on “Grade” bar. Click on it, then your
assignments, questions, and quizzes will all be shown there, as shown in the picture below.

The steps to grade students are as follows.

- Search for the assignment, quiz, or question that you want to grade.
- Give individual students scores. As you give them scores, the scores will be
automatically saved as draft.

- Click the three dots beside your student’s score .

- Then click “Return”. If you don’t click “Return”, the students will not know their scores
and the scores will remain as draft.
- You can also grade students’ work on the post that you made. Click on the post that
you want to grade. If you posted “Topic”, you will find the post easily.
- Click on individual students to score.
- As you finish, you can check the box beside students’ names. If you want to check all
the students, then click the box beside “All Students”.
- And finally click “Return”.

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Edmodo
Similar to Google Classroom that facilitates teachers to manage classes, Edmodo provides a
look that is more like Facebook or other social media platforms (see https://edmodo.com).
Edmodo is more stable when it comes to administer a quiz compared to Google Forms. The
only challenge is that a high bandwidth is required to access the class. If not, students may
miss some time in taking a timed quiz.

Inviting teachers and students to the class

Inviting teachers and students in the class is a bit tricky in Edmodo since code sharing and
email invitation can be used both for students and teachers. So, if the account invited is a
teacher account, then the account will be a teacher on your Edmodo class. It works the same
way for student accounts. However, a student account cannot be created unless the students
have the code. In the meantime, if the students have created an account, which are teacher
accounts, the accounts must be deactivated and students must wait 48 hours before joining
the class as students.
- First, share the code to students if you want them to join your class. Make sure that
the students haven’t created an account.
- Have your students create an account by clicking sign up and insert the code given.
Email, username, and password will be required.
- Once the students click “sign up” and complete the required fields, they will be
directed to the class.
- Another way to invite students is by inviting them through email. Collect all your
students’ email and then ask them to follow the steps given on the invitation mail.
- To invite teachers is simpler, just share the code to the teachers or invite them through
email and follow the steps. If the teachers have had an Edmodo account, they will be
directed to the class and have a role as teachers. if not, follow the steps given on the
mail, and then choose a role as a “teacher” instead of a “student”.

Posting materials, assignments, quizzes, etc.

Posting materials, assignments, and quizzes can be done by the following steps.
- Go the class.

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 - Click on “start a discussion, share a class material, etc. “
- Attach files if needed, the post it.
- For assignments and quizzes, click on “+”, create a new assignment or quiz if you don’t
have anything to load. Later you can load existing quizzes or assignments for the same
subject or topic from Library.
- In creating an assignment, add title and instructions as clear as possible. You can also
attach a file or external link for students to do the tasks. So, if you’ve created a quiz
from external platforms, you can attach the link to assignment. Students can attach
files, link, or files they’ve already created on Edmodo.
- In creating a quiz, it is rather appropriate for at test since you can create different
types of questions such as multiple choice, true or false, short answer, fill in the blanks,
multiple answers, and matching. However, essay writing should be assigned through
assignment, different from Schoology that will be discussed in the next section.
- Before assigning the quiz or assignment to students, make sure check “add to grade
book” if you want students’ work to be graded.
- In Quiz, do not check “show results to students upon completion” if you don’t allow
students to review the answers, especially in multiple choice and multiple answer. If
you check it, you will allow your students to see their scores as well as the right and
wrong answer of each question. Without checking the box, students can still see their
scores. Unchecking the box is specifically done if teachers will allow a remedial test.
- Set the due date or the schedule to post if necessary.
- Assign the quiz or assignment to classes or individual students. Assigning tasks to
individual students cannot be added to gradebook, which results in manually adding
the score to the teacher’s gradebook.

Grading students
Grading students in quizzes particularly for multiple choice, true or false, fill in the blanks,
multiple answers, and matching is easy since the results will be shown automatically by the
system, which is transferred to the gradebook if the checkbox is checked. However, short
answer and assignment must be graded automatically by teachers. As the teacher gives the
score, the score is transferred to gradebook. However, once again, scores added to gradebook
are those of assigning a whole class of students, not individual students.

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 - Go to a class.
- Click on the assignment or quiz to grade.
- Once you’ve done marking the students’ work, drag the pointer of your mouse or
point the cursor to “Classes”, other options will pop up.
- Then click on “Progress”.
- Choose the class on which the assignment or quiz has been graded. All the scores of
each assignment or quiz added to gradebook will be shown.
- Click “Export” if you want to download the file. Before downloading the file, you can
edit the gradebook, particularly when there is a student’s score that has been added
to gradebook or one which has been remedied.

Schology
Schoology is another learning management system that provides a more detailed and
fundamental need for teachers, such as checking the roll. Teachers can record students’
attendance online, whether the students are present, absent, late, or excused. Different from
Google Classroom and Edmodo, it allows teachers to give a limited chance for students to do
exercises. For instance, if a quiz is limited to two attempts, then students can only do it twice,
not more. Therefore, teachers can set assignments, quizzes and discussion as necessary. Visit
https://schoology.com for a trial.

Inviting teachers and students to class

In Schoology, the only way to invite others to classes is by sharing the class code. What to do
is:
- Go to a class.
- Find the class code behind the menu bar on your class.
- Share the code to students or teachers.
- As others join your class, they will be your students or class members. All members
are listed in the member tab.
- If you want to allow a member to organize the class like a teacher, make him an admin
by clicking on , and then click make an admin.

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 - If you want to validate the members joining the class you can check the box “Require
approval”.

Posting materials, assignments, and quizzes, etc.

Posting assignments or quizzes on Schoology is included in “Materials” bar on the left of your
screen.
- Go to a class and you will see a list of bars on the left.
- Click on “materials”, some options will appear. You can add folder, add assignment,
quiz, file/link/external tool, discussion, page, media album, package, import resources
or find resources.

- Add folder to specify certain topic, meeting, or chapter.

- Add assignment or quiz to give students learning activities.
- Add link or page to allow students to read or watch a video lecture.
- Add discussion to have students share their ideas.
- Add media album to show them graphs or figures.
- Add package to deliver a multitude of file compressed in .rar or .zip.
- If you have already had materials of your own, import from resources.
- Or click “Find resources” that will redirect you to browse materials available publicly
in Schoology as shown below.

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 - Different from Google Classroom and Edmodo, Schoology allows teachers to set all
posts to be open or closed at any time as desired. For example, if you want your
students to read the materials at certain period of time, a due date can be set. This is
especially done to make sure that students read the materials prior to fac-to-face
meeting in flipped classroom.

Grading students
Grading students in Schoology is also the same as in Edmodo, if the answers have been set
such as short answer, multiple choice, true-false or matching, the score will be instantly
shown. If not, then teachers need to assess students’ work in advance. How to grade students’
work is depicted below.
- Go to the assignments or quizzes given to students.
- Open the assignment or the quizzes.
- Grade students’ answers or submission.
- If you want your quiz or assignment to be graded and appear in the gradebook, don’t
forget to add grading category before publishing it to students or class. This is shown
in the following picture.

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 - You can choose either “ungraded” or “create new grading category”. Choosing
“ungraded” means you cannot see students’ score on the gradebook, you can only see
them on the assignment or quiz itself.

Discussion
1. Which LMS is more appropriate to teach language?
2. What LMS do you prefer? Why?

Quiz
- Complete the quiz in the following link
https://edpuzzle.com/assignments/5ec20a0c0aad353f0e1d62f5/watch

Assignment
I. Create an account for Google Classroom, Edmodo, and Schoology and the create
a class to teach English as a foreign language.

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II. Work in group and invite all members of the group to be your students and a co-
teacher.
III. Post a quiz that includes five questions of different types in each platform.
IV. Have your members as your students complete the quiz and grade their work.

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www.youtube.com

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