Tag Archives: technology

Gamified ADDIE for LINC instruction


Written by - Brittany Hack, Canada

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Under ideal circumstances, every LINC instructor would be trained with the skills and know-how of an instructional designer. But as the pandemic taught us, instructors are often left to struggle on their own and do their utmost to engage their learners. But there is one simple rule that can be borrowed from this profession—a design process known as ADDIE. And when used in conjunction with gamification, it can simultaneously simplify, energize, and revolutionize your students.

This article will discuss a very brief overview of the ADDIE Model, how ADDIE maps onto LINC, PBLA, and Can Do statements, and how (by following ADDIE design process) gamification can meet the CLB and Can Do statements in an engaging way.  Continue Reading →

Categories:
ESL, LINC, Technology
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The use of technology in the ESL classroom: A discussion


Written by - Joanne Jalbert, Hamilton-Wentworth Catholic District School Board, Canada

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Abstract
Over the last 20 years, technology has become a leading force in education and has consequently changed not only the resources available in the ESL classroom, but also impacted the types of decisions that teachers face when applying technology to daily lessons. Under discussion will be the results of how technology has impacted learner outcomes to date, what responsibilities school systems have to support teachers and learners in technological adoption, how and when (and when not) teachers should use different devices in the classroom, as well as a recommendation of resources to help teachers get started. Along the way, the paper will discuss some best practices, and why it is imperative that ESL learners develop technological proficiency.  Continue Reading →

Categories:
ESL, Teaching, Technology
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An Innovative (and Easy) Approach to Corpus Analysis


Written by - Julia Williams, University of Waterloo, Canada

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Abstract
Lee and Swales (2006) suggest that using corpus analysis activities in the classroom provides students with pragmatic tools they can use to identify patterns of language use without relying on native-speaker expertise. In addition, subsequent research on the use of corpus analysis, or data driven learning (DDL) (Boulton & Cobb, 2017), demonstrates that substantial benefits accrue to students who work with corpora (Bridle, 2019; Charles, 2012; 2014). However, the complexity of existing corpus analysis technologies may deter instructors from implementing existing corpora (e.g. COCA) or corpus toolkits (e.g. AntConc) which may require significant time investments to learn and transform into effective pedagogy.

This article describes an easy, innovative approach to harnessing the benefits of corpus analysis using technology with which teachers and students are already familiar.  Continue Reading →

Categories:
corpus, Technology, Vocabulary
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