The flipped classroom article


This is my new post after a long break. There was a serious technical problem about my blog and it took a long time to get it fixed. In my previous post, I wrote about the classroom management course that I flipped. The article describing the flipping process and comparing the flipped and the non-flipped classes has recently been published in the Journal of Educational Technology and Society. Here is the abstract of the article:

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The first publication of the new year- Podcasting


Our paper titled as ‘The effects of podcasting on Turkish pre-service teachers’ foreign language anxiety and attitudes towards technology’ has recently been published as a book chapter. You can view the scanned pages here.

The chapter reports the findings of a study focusing on the use of podcasts with pre-service teachers of English.

For citation, please use the following:

Atay, D. & Kurt, G. (2016). The effects of podcasting on Turkish pre-service teachers’ foreign language anxiety and attitudes towards technology. In M. Rahman (Ed.), Integrating technology and culture: Strategies and innovations in ELT (pp. 152-170). Jaipur: Yking Books.

Thank you.

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World Englishes Conference


IAWA

On October 8-10, 2015, the 21st Conference of the International Association for World Englishes (WE) was held at Boğaziçi University, Istanbul focusing on the theme of  World Englishes: Bridging Cultures and Contexts’. I also had a presentation in the conference with my colleagues Derin Atay and Özlem Kaşlıoğlu.  Our study was titled as ‘Integrating World Englishes into lesson plans: Experiences of pre- and in-service teachers of English’ and focused on understanding pre- and in-service teachers’ perceptions of WE and its integration into teaching English before and after implementing WE integrated lesson plans. You can download and view the slides here: WEsunum

Thank you.

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Using technology with young learners of English- Recommendations


Before starting to read this post, please read the introductory post and the task posts about the project.

Based on my experiences on the planning and implementation processes of this project, I have the following recommendations for the teachers who would be interested in using technology in the young learners classroom:

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Using technology with young learners of English: Task 6- creating a story


Please read the introductory post about the project.

The final task of the project asked students to create a story using the prompts below.

Title:……………………………………………..

One day, a/an ………………………. (character 1) and a/an ……………………………… (character 2) meet ……………………. (write the setting).

(Character 1) says: “…………………………………………………”(introduces himself/herself). (Character 2) says: “………………………………….”(introduces himself/herself). (Character 1) says: “………………………………..” (He/she talks about his/her problem)

(Character 2) says: “…………………………………..” (He/she gives advice to Character 1).

In the end, …………………………………………………. (what happens at the end of the story).

To publish their stories, students used Storybird. Storybird lets users make visual stories by using the artwork available on the website. Longform or pictures books and poems can be created on the website. The students were instructed to use Longform Book format to write their stories. When ready, the students copied the embed code of their stories and e-mailed it to their teacher.  Here is one of the example stories:

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Using technology with young learners of English: Task 5- Creating a poem


Please read the introductory post about the project.

For the task, students created a “Who I am” poem for a character from their favourite story, tale or a book (for example, Cinderella, Robin Hood, or the Wolf in the Little Red Riding hood!). They used the following  prompts to write their poems.

I am …………………… (write character’s name)

I am ……………(1)., ………………(2), and ……………(3) (write three adjectives to describe your character)

I am wearing…………….. (write what the character is wearing)

I love…………………………… (write what you character loves doing/eating/saying, etc.)

I fear ……………………… (1) and ……………… (2)… (write what you character fears)

I can …………………(1) and (2) ………………. (Write what the character can do)

When their poem was ready, they searched for the picture of their character on the web and by using Blabberize they made their character tell the poem. Blabberize is a free website which lets you upload a photo/picture and animate its mouth to make it talk. You can record your voice up to 30 seconds. The final product can be embedded to a blog/web page. Here are two of the poems created by the students:

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Using technology with young learners of English: Task 4- Describing a hero


Please read the introductory post about the project.

The fourth task asked students to create their own heroes and describe it. To draw their heroes, students used artpad. Artpad is very similar to Paint. It lets users to draw a picture and add a text. It does not require registration and the final product can be printed or e-mailed.

Here is the hero created by one of the students:

Figure 3

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Using technology with young learners of English- Task 3: Giving advice for healthy diet


Please read the introductory post about the project.

For this task, students created a comic strip and gave feedback for healthy food. To create their comics, they used the makebeliefscomix website. It is a website which lets the users create their comic strips using a range of characters with different moods. It is free and simple to use for young learners.

Here are some example comic strips created by the students in the project:

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Using technology with young learners of English- Task 2- Talking about daily routine.


Please see the introductory post about the project.

The second task designed for the project was about daily routines. Students were supposed to take photos of themselves showing their daily routine and create a timeline with those photos and their descriptions. To create their timeline, they used the timeline page produced by readwritethink. It is free and very easy to use.  When ready, students e-mailed their timelines to the teacher and we uploaded them on their blog.

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