| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT4201 | Technology-Enhanced Language Teaching Materials Adaptation and Development | Fall | 2 | 2 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Must Course |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi MUSTAFA POLAT |
| Course Objectives: | This course prepares pre-service teachers to incorporate computer technology and other media into their English language teaching through doing effective analysis, evaluation, selection and production by also familiarizing them with theory, practice and pedagogical applications of a variety of issues related to computer assisted language learning (CALL). This course is designed based on collaborative learning and project-based learning. Students will work in groups to complete their various projects. The class sessions will include lectures, demonstrations, discussions and hands-on practice on computers. The discussions emphasize on the theory and development of instructional course procedures which includes analyzing learner, defining learning goals, designing and developing instructional materials and evaluating the efficacy of materials and achievement of students within the framework of teaching main language skills. The course topics cover: 21st century learners and skills and 4 Cs, computer assisted language learning, instructional analyses, instructional objectives and goal analyses, needs analysis, planning and assessment, principles of designing and developing materials, design elements, methods of developing course material, developed materials related to the field, developing visual, audio and audiovisual materials, teaching four skills with technology and developing language materials. |
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The students who have succeeded in this course; Upon successful completion of the course, students will be able to: 1 Differentiate different approaches to using technology in the 21st century, 2 Write instructional objectives, 3 Define categories of instructional materials, 4 Select appropriate instructional method and medium, 5 Acquire principles of material design, 6 Develop instructional materials (visual, audio, video, Web 2.0 and multimedia) to teach language skills (reading, listening, speaking, writing), 7 Evaluate efficiency of the instructional materials, 8 Define multimodal literacies and acquire visual, audio and cyberlearning literacies 9 Develop a sense for the ethical issues in instructional material design. |
| W1 - “Introduction” W2 - “21st Learners, ELT and Language Learning Materials” W3 - “21st Century Learners and Computer Assisted Language Learning (CALL)” W4 - “Needs Analysis” W5 - “21st Century Learning Environments & Mobile Technologies” W6 - “Other Learning Environments: VR, Games and 2D&3D” W7 - “Visuals” W8 - “Audio & Video – Listening & Speaking Skills” W9 - “A/synchronous Communication” W10 - “Web 2.0 and Writing Skills” W11 - “Reading Skills” W12 - “Assessment & Software Evaluation” W13 - “Assessment & Software Evaluation” W14 - “Future Directions” |
| Week | Subject | Related Preparation | |
| 1) | “Introduction” 1st Meeting & Orientation to the course, syllabus. | ||
| 2) | “21st Learners, ELT and Language Learning Materials” | Ch.1: Learning (Walker&White) | |
| 3) | “21st Century Learners and Computer Assisted Language Learning (CALL)” | Ch.5: Technology in ELT (McDonough et al.) Warschauer, M., & Healey, D. (1998) | |
| 4) | “Needs Analysis” | Ch.1: The Framework of Materials and Methods (Mc Donough et al.) Ch.3: Evaluating ELT Materials (Mc Donough et al.) | |
| 5) | “21st Century Learning Environments & Mobile Technologies” | Ch.4: Adapting ELT Materials (Mc Donough et al.) Kukulska-Hulme, A. (2009) Due: Brief Needs Analysis & Lesson Plan | |
| 6) | “Other Learning Environments: VR, Games and 2D&3D” | Godwin-Jones, R. (2004) Lai, C., Ni, R., & Zhao, Y. (2013). Milton, J., Jonsen, S., Hirst, S., & Lindenburn, S. (2012). In-class: ImmerseMe Submit a draft of Mapp Framework | |
| 7) | “Visuals” | Ch.6: Multimodal Literacies: learning through visuals (Walker&White) In-class: PPT Posters | |
| 8) | “Audio & Video – Listening & Speaking Skills” | Ch.3: Listening and Speaking Skills (Walker&White) Ch.7: Speaking Skills (Mc Donough et al.) In-class: GoAnimate (Vyond) | |
| 9) | “A/synchronous Communication” | Ch.8: Speaking Skills (Mc Donough et al.) Peterson, M. (2009). Robin, R. (2011). Due: Reflection Paper | |
| 10) | “Web 2.0 and Writing Skills” | Ch.9: Writing Skills (Mc Donough et al.) Ch.5:Writing Skills (Walker&White) Elola, I. (2010). In-class: Blog Writing | |
| 11) | “Reading Skills” | Ch.4: Reading Skills (Walker&White) Ch.6: Reading Skills (Mc Donough et al.) Ariew, R., & Ercetin, G. (2004) Park, Y., Zheng, B., Lawrence, J., & Warschauer, M. (2013). | |
| 12) | “Assessment & Software Evaluation” | Ch.10: Integrated Skills (Mc Donough et al.) Ch.9: Assessment (Walker&White) Chalhoub-Deville, M. (2001) Hubbard, P. (2006). Due: Material Development | |
| 13) | Presentations | Presentations: MAPP | |
| 14) | “Future Directions” | Ch.12:Summary and future gazing (Walker&White) Ch.14: Views of the Teacher (Mc Donough et al.) Hubbard, P. (2008) Due: MAPP Report | |
| Course Notes: | McDonough, J. & Shaw, C. & Masuhara, H. (2013). Materials and methods in ELT: a teacher's guide. Oxford: Blackwell.3rd edition. Walker, A., & White, G. (2013). Technology enhanced language learning: Connecting theory and practice. Oxford University Press. |
| References: | Ariew, R., & Ercetin, G. (2004). Exploring the potential of hypermedia annotations for second language reading. Computer Assisted Language Learning, 17(2), 237-259. Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer assisted language learning, 15(3), 241-249. Baturay, M. H., Daloglu, A., & Yildirim, S. (2010). Language practice with multimedia supported web-based grammar revision material. ReCALL, 22(03), 313-331. Chalhoub-Deville, M. (2001). Language testing and technology: past and future. Language learning & technology, 5(2), 95-98. Chapelle, C. A. (2010). The spread of computer-assisted language learning. Language Teaching, 43(01), 66-74. Elola, I. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technology, 14(3), 51-71. Godwin-Jones, R. (2004). Language in action: From Webquests to virtual realities.(Emerging Technologies Column). Language Learning & Technology, 8(3), 9-14. Hubbard, P. (2006). Evaluating CALL software. Calling on CALL: from theory and research to new directions in foreign language teaching. San Marcos: CALICO, 5. Hubbard, P. (2008). CALL and the future of language teacher education. Calico Journal, 25(2), 175-188. Kukulska-Hulme, A. (2009). Will mobile learning change language learning?. ReCALL, 21(02), 157-165. Lai, C., Ni, R., & Zhao, Y. (2013). Digital games and language learning. In M. Thomas, H. Reinders and M. Warschauer (Eds.), Contemporary computer assisted language learning (pp. 183-200). Bloomsbury: London, UK. Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford University Press. Milton, J., Jonsen, S., Hirst, S., & Lindenburn, S. (2012). Foreign language vocabulary development through activities in an online 3D environment. The Language Learning Journal, 40(1), 99-112. Park, Y., Zheng, B., Lawrence, J., & Warschauer, M. (2013). Technology enhanced reading environments. In M. Thomas, H. Reinders and M. Warschauer (Eds.), Contemporary computer assisted language learning (pp. 267-285). Bloomsbury: London, UK. Peterson, M. (2009). Learner interaction in synchronous CMC: A sociocultural perspective. Computer Assisted Language Learning, 22(4), 303-321. Robin, R. (2011). Listening comprehension in the age of Web 2.0. Present and future promises of CALL: From theory and research to new directions in language teaching, 93-130. Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(02), 57-71. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 3 | % 40 |
| Presentation | 1 | % 20 |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 30 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 14 | 2 | 28 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 3 | 1 | 3 |
| Presentations / Seminar | 1 | 10 | 10 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 3 | 5 | 15 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 10 | 10 |
| Total Workload | 108 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. | 5 |
| 2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | 1 |
| 3) | 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | 4 |
| 4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | 5 |
| 5) | 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | 5 |
| 6) | 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | 4 |
| 7) | 7. Design English language teaching curriculum and lesson plans. | 4 |
| 8) | 8. Organize effective classrooms that promote English language learning. | 3 |
| 9) | 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. | 5 |
| 10) | 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. | 1 |
| 11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | 3 |
| 12) | 12. Take into consideration professional and ethical rules and principles. | 5 |
| 13) | 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. | 2 |
| 14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | 2 |
| 15) | 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. | 1 |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. | 4 |