Henry B. Gonzalez Convention Center
Room 217 D

TESOL 2005 CALL-IS Internet Fair

For more information, please contact event organizers:
Malika Lyon, University of Kansas, malika@ku.edu
Buthaina Al-Othman, Kuwait University, buthaina_3@yahoo.com
Suzan Stamper (Moody), The Chinese University of Hong Kong, smoody@cuhk.edu.hk

Wednesday, March 30, 2005 Internet Fair:
IEP, Higher Ed, Adult Ed
8:30-9:30 am

MAC 1Ishbel Galloway, Simon Fraser University, igallowa@sfu.caBlogging in TESLThis session will introduce participants to the potential uses of weblogs in ESL. It is designed for those who know little about blogging and will begin by discussing the various software options available and then look critically at some existing ESL blogs and assess their potential to assist language ge learning. These will include a variety of teacher-owned blogs that range from diaries to course homepages as well as examples of student blogs created by school children and adult L2 learners. The presenter will then show her own blog which is designed to be a discourse community for students in an EAP program engaged for the first time in writing research papers. Participants will take away a better understanding of how weblogs are being used in education as well as the basic knowledge required to start their own blog.
http://www.sfu.ca/~igallowa/blogging

MAC 2
and
MAC 3Elizabeth Hanson-Smith, ehansonsmi@yahoo.com
Chris Jones, Aiden Yeh, Maria Jordano, Vance Stevens, Dafne GonzalezCALL IS’s Electronic Village OnlineTESOL’s CALL Interest Section offers the opportunity to participate in the Electronic Village Online (EVO), a professional development project and virtual extension of the San Antonio Convention. This presentation offers examples from the 14 sessions offered online in 2005. For six weeks, participants and ESOL experts from around the world engage in collaborative, online discussion sessions or hands-on virtual workshops of professional and scholarly benefit. Based on a wide and varied range of topics–community support for ITAs, blogs and blogging, content based curricula, video online, lessons written with a word processor, Moodle construction, etc. –sessions bring together participants beyond the four-day convention and will allow a fuller development of ideas than is otherwise possible. The sessions are free and open to all interested parties.
http://www.geocities.com/ehansonsmi/evo2005/evo2005.html

MAC 4Leslie Opp-Beckman, University of Oregon, American English Institute, leslieob@uoregon.edu
Cynthia Kieffer, University of Oregon, American English Institute, ckieffer,@uoregon.edu
Eran Williams, Office of English language Programs, williamsem2@state.govCritical Thinking Skills, An Online eTeacher CourseThis online teacher training course ran ten weeks during Fall 2004. We were pleased to work together with colleagues from a wide range of countries, ethnicities, and cultures: Afghanistan, Bahrain, Bangladesh, Egypt, India, Indonesia, Jordan, Kazakhstan, Lebanon, Maldives, Oman, Qatar, Senegal, Thailand, Tunisia, Turkey, Turkmenistan, U.S.A., and Uzbekistan. The goal of the course was for participants to be able to:
— Identify and compare different elements of critical thinking, and apply this knowledge to classroom teaching and materials development.
— Design, develop, and implement critical thinking instructional units and activities to reach course goals.
— Analyze teaching techniques and materials for evidence of critical thinking teaching and student learning.
— Identify relevant resources for developing and incorporating critical thinking activities in their respective teaching environments.
Course components included the following: Readings on current issues from online journals, reports, and guides; Lectures related to weekly topics; Online discussion related to readings, lectures, and class work; Evaluation and adoption of stimulating and innovative web-based materials; and Weekly assignments to practice and apply course information. This session will give an overview of the course, present some of the participants’ work, and identify what worked well and what can be done differently for future such offerings.
http://aei.uoregon.edu/eteacher/

MAC 5Christina Cavage, Atlantic Cape Community College, cavage@atlantic.eduMacau and New Jersey: Online Teacher TrainingA teacher training website was developed to help train EFL teachers in Macau on current Western language teaching methodologies. The website allows participants to view digitized videos of authentic classroom lessons. It is appropriate for teaching training programs both in the USA and overseas. Trainees communicate with other trainees via a discussion board and private email. Its greatest strength is the real language classrooms on video. This allows the participants to see the methodologies in practice.
http://www.webct.atlantic.edu:8900

PC 1Buthaina Al-Othman, Kuwait University, buthaina_3@yahoo.comCreating Online Extension for an ESP in EFL: Why and How?This presentation demonstrates one way of designing and creating an online extension for EFL students enrolled in a required, credited ESP, Science English course taught in the English Language Unit of the College of Science at Kuwait University. The main objective is to help students improve their academic writing through the practice of online writing and reading with critical thinking in order to be able to write and present a required final term paper by the end of the semester. For this purpose a six-week online extension, including weekly reading and writing activities with topics, based on the course required textbook and other material, was designed, and published on the class instructor’s website. Several web-projects were also designed and assigned, to measure students’ learning of required writing and reading skills and techniques, through the use of various free asynchronous Internet and non-Internet Communication Technologies, (ICTs), including Yahoo!Groups, Blogger.com, Buzznet.com, WebPages. PowerPoint files, MS sound recorder, and SMS (Short Message Service) via moblie phones.
http://alothman-b.tripod.com/162_summer2004.htm
http://alothman-b.tripod.com/162_summer04_presentations.htm

PC 2Kim Heyoung, Graduate School of TESOL at Sookmyung Women’s University, Seoul, Korea, heyoung@sookmyung.ac.krEnglish Teacher’s DeskEnglish Teacher’s Desk is novice-friendly software designed by CALL project team in Graduate School of TESOL at SMU, Seoul, Korea as an effective assistance for Network-Based Language Teaching. This web solution serves basically two functions: creating many different types of tasks & quizzes and providing web resources for ESOL instruction. ETD consists of six components: 1) Tasks Online (five online task authoring tools), 2) Ready-to-Use activities (web-integrated lesson ideas), 3) Test makers (software to create five quiz types), 4) Flash Motivator (flash movies for language teaching materials), 5) Content-Based Web Resources (subject-based website collection), and 6) Links for Skill Practice (ESL websites sorted by language skills). Any one (expectedly ESL/EFL teachers) who registers with ETD can easily create, edit, delete, and save tasks and quizzes through My Desk (user administrative board) page. The biggest strength is that all the tools and materials in ETD were designed under L2 pedagogical consideration, so that exploring the website itself will help teachers to understand the features of effective CALL tasks.
http://tesol.sookmyung.ac.kr/05_feature/english_index.htm

PC 3Vino Reardon, Applied English Center, University of Kansas, vino@ku.eduInternet Sites Used for Speaking/Listening Practice and Enrichment of Course ContentAt the Applied English Center (AEC), University of Kansas, we often ask our high intermediate ESL students in listening/speaking classes to visit sites that are available on the Internet, read or listen to the content, and complete worksheets over the information. In my content-based Speaking and Listening course, students’ listening skills are greatly enhanced by doing these homework assignments on the Internet. It also provides additional background and context for the listening and speaking assignments we complete in class. The presenter will provide specific Internet sites and worksheets used in this upper level class.
http://www.aec.ku.edu/leo/ESLP102.html

PC 4Silvia Spence, Southern New Hampshire University, s.spence@snhu.eduIdentifying Role of WebQuests in Curriculum through Action ResearchThis demonstration presents the process and results of a study to identify the role of WebQuests in the curriculum of a university bridge course. Using a class of 14 graduate students during a 12-week term, this researcher aimed to discover for herself whether a direct correlation existed between the strategies and skills employed in WebQuests and the stated course objectives. The results revealed a strong connection between the WQ task and the skills required to conduct electronic-based research, the major goal of the course. Three aspects of the project will be portrayed on the course website: a description of the study, including methodology,instruments,and results; the WebQuests and resulting PowerPoint shows; and the culminating course research project PowerPoint presentations. Participants will observe the development of the study from preliminary inquiry to final outcome. The demonstration emphasizes the teacher’s role in this example of action research as ongoing needs assessment tool. By sharing this process, the presenter aims to motivate others to conduct similar studies in order to ascertain for themselves the role of Web-based activities in their own curriculums.
http://www.silviaspence.tripod.com

PC 5Lyra Riabov, Southern New Hampshire University, l.riabov@snhu.eduCALL Course Student-Created Web-Based Projects in MS TEFL Program This demonstration explores student-created web-based projects. Graduate students,who take my CALL course in MS TEFL Program of the Southern New Hampshire University, accomplish their learning through web-based project that includes a student-created web site using MS FrontPage. The web site consists of five web pages: Home Page, ESL/EFL Resource Page, and CALL Course Portfolio Page, which includes: * Evaluation of one or two ESL/EFL web sites, * Evaluation of one or two CALL software sites, * Reading text book/articles reflection presentation in PowerPoint, * Reflection paper based on reading articles, * Lesson Plan presentation in PowerPoint incorporating the use of appropriate CALL software, and/or Web-based resources * Final Project presentation in PowerPoint, which demonstrates all the most important points that student has learned in this course. * Also a proof of participating in TESOL Discussion Group. As option students can also create a TEFL Portfolio Page and My World Page. This Web Page has a personal touch relevant to students’ goals of the future application of this web site: their background stories, about their countries, and their future intentions. The course is based on hands-on activities: learning through doing, project based learning, collaborative, constructivist learning, and peer teaching.
http://acadweb.snhu.edu/riabov_lyra/Lyra_Web/Internet_Fair_2005_Presentation.htm
http://acadweb.snhu.edu/riabov_lyra/EFL537_CALL.htm

Thursday, March 31, 2005 Internet Fair:
Student Projects, K-12, Intercultural Communication
8:30-9:30 am

Friday, April 1, 2005 Internet Fair:
Authoring, Tools, Distance Education
8:30-9:30 am

Saturday, April 2, 2005 Internet Fair:
Internet Resources, Teaching Training
8:30-9:30 am

Webmasters Leslie Opp-Beckman: leslieob (at) oregon (dot) uoregon (dot) edu and Jeff Nelson: jtnelson (at) el-camino (dot) net
This page last updated 23 March 2005 (jn)