Electronic Village 2007

EV 2007 Schedule
What’s going on this week in the EV


March 21


March 22


March 23


March 24



EV Fair

Higher Ed; IEP;

Teacher Training

EV Fair

Video and Digital Media; Listening and Speaking

EV Fair

Intercultural Communication; Student Projects

EV Fair

Elementary Ed;

Secondary Ed;

Adult Ed


Open Hours

Open Hours

Open Hours

Open Hours


EV Fair



EV Fair


 Distance Ed

EV Fair



EV Mini-



Open Hours

Open Hours

Open Hours


EV Mini-Workshop†

EV Mini-Workshop†

EV Mini-Workshop†

CALL IS Planning Meeting

(adjoining room –




Open Hours

Open Hours

Open Hours


EV Fair Classic

EV Fair Classic

EV Fair Classic


Open Hours

Open Hours

Open Hours


CALL for newcomers†

CALL for newcomers†

4:00 – 4:30
Developer’s Showcase setup
(in adjoining room)

4:30 – 6:30
Developer’s Showcase
(in adjoining room)


CALL IS Open Meeting

(adjoining room)


Webmasters Workshop


† Ticketed event.  Please come by the Electronic Village before the event to pick up a free ticket.  This event has limited space.

EV Fairs

The Electronic Village Fairs are events where presenters present at a particular computer, with attendees viewing the fair from a circle of seats. Attendees can go from presenter to presenter until they find a topic that they like. There is usually the opportunity to attend 2-3 presentations from beginning to end in the whole hour.

Fair topics are generally based on the subtopic for that particular time frame, and are some application of a program or internet based lesson or combination of the two that relates to that field.

Wednesday, March 21 8:30 – 9:30: Higher Education; Intensive English Programs; Teacher Training

Wednesday, March 21, 10:30 – 11:30: Writing; Grammar.

Thursday, March 22, 8:30 – 9:30: Video and Digital Media; Listening and Speaking

Thursday, March 22, 10:30 – 11:30: English for Special Purposes; Distance Education

Friday, March 23, 8:30 – 9:30: Intercultural Communication; Student Projects

Friday, March 23, 10:30 – 11:30: Reading; Vocabulary

Saturday, March 24, 8:30 – 9:30: Elementary Education; Secondary Education; Adult Education

Wednesday, March 21st
8:30-9:30 AM
Higher Education; IEP; Teacher Training





ESL Teachers and Students Creating Online Classrooms Together

Carol Brutza

Gateway Community College

Using WebCtVista,a course management system, students and instructor create a web-based educational environment for a Methods & Materials of Teaching ESL community college course. Many students who take this course are already teachers who need this course for ESL certification. Often they have been left behind in the technology loop. Instead of the instructor being the only one to decide what goes into the hybrid online course, the students and instructor collaborate and build the online content and plan curriculum together throughout the semester. Students learn not only how to navigate the WebCtVista program but also participate in a new kind of learning community. This proposal is intended for those interested in teacher training.


*Teaching English Through Drama: Techniques and Approaches

Gary Carkin

Southern New Hampshire University

This event will direct interested parties to my website as well as archived information in the TESOL-Drama, EVO_Drama sites of previous years (2004, 2005, 2006, 2007). I will point out the various areas of the sites that deal with a number of other teacher’s approaches to teaching English through drama, my approach, and the projects preserved on video, and particular information geared to the interests of the participants as can be found in our archived TESOL-Drama, EVO_Drama files. The purpose of this event is to acquaint teachers with the possibility of teaching English through drama and to direct them to a number of sites that support such activity.



Internet-enhanced Activities for EFL Lessons

Silvio Avendano

Additional Presenters:

Elisabeth Knoll

Julio Gomez

University of Maryland, Baltimore County

University of Maryland, Baltimore County

Centro Colombo-Americano and Fundacion para la Difusion del Ingles

While Internet technology has advanced a great deal in ESL environments, EFL teachers in Latin American still face many challenges when using the Internet for teaching. Slow Internet connection, old computers, and unupdated Windows operation systems are some of the challenges these teachers face. How are these teachers coping with these challenges? How are they implementing Internet technology in their own contexts? What are the success stories and lessons learned? An American university on the East Coast collaborates with English language programs in Latin American to help EFL teachers to implement Internet technolgy in their own contexts. Two teachers from the participating English programs will demonstrate how they have been using the Internet to develop class activities for their students. With screen shots and handouts, the presenters will describe their Internet-enhanced activities.

Using NPR Radio Stories for Listening and Speaking Projects

Monica LeMoine

Seattle Central Community College and Spring Intl. Language Center

The National Public Radio website, www.npr.org, presents a wealth of short radio stories archived from recent broadcasts. This free online resource provides an excellent opportunity for advanced and pre-university ESL students to listen to real-world news on a variety of social, political, cultural, scientific topics; monitor their own comprehension; and then collaborate with group members to “teach” that information to the rest of the class as a formal presentation. Students are put into small groups, and each group is assigned a specific NPR story to listen to. Successfully used radio stories have included “Jordanian Matchmakers,” “Japanese Men Deal with Stress,” and “Arab and American Relations.” Students listen to their assigned NPR story (using computer lab work stations with headphones, if available) and take detailed notes. Group members then discuss the main points of the story, compare notes, and put together a five-minute “lesson” in which they present their NPR story to the class in verbal-presentation format. This activity provides an opportunity for collaborative communication in English, teamwork, monitoring of one’s own comprehension, public speaking. One obstacle is that students might not have access to a computer with a sound-listening device or headphones installed.

Video-based Training with “Shaping the Way We Teach English

Leslie Opp-Beckman

Additional Presenters:

Suad Shaker,

University of Oregon

Chief English Inspector, Ministry of Education Egypt

This session will demonstrate a video-based EFL teacher training course made up of worldwide best practices modules on topics such as Managing Large Classes, Integrating Skills, Alternative Assessment, and Reflective Teaching. Participants engage in video observations of actual ESOL classrooms, in related discussions, and information from a wide range of readings. They then and develop individualized projects that reflect their findings and build on the strengths of their own teaching skills and environments. The goals of the course are to: Introduce the most recent English language teaching methods and techniques to a far-reaching audience; Enable local teachers to share their knowledge and skills with peers in a country or region; Offer participants an opportunity to engage in an innovative distance-learning program which employs the latest in modern technology; Provide foreign English teachers access to professional development opportunities that would not otherwise be possible, and Ultimately improve the quality of international English language teaching. This presentation will detail some lessons learned and strategies for success for this type of course, pinpointing ways in which it can serve as a model for other similar online education and knowledge-sharing endeavors.


Moodle Review

R. Scott Partridge

Kansai Gaidai University

Setting up and using Moodle can be a daunting task, especially with little or no help. This short, hands-on presentation allows interested instructors an opportunity to discover what Moodle can do by giving a model course a short test-drive. “Moodle Review” is a chance to see what Moodle looks like when it’s up and running, as well as providing an opportunity to ask a non-expert user important, often neglected questions about prep time, class room application, assessment, and student receptiveness to this powerful online language classroom tool. This presentation is open to all, but will specifically model a typical 15 week college-level, classroom. It is intended for beginners and pre-beginners looking for more exposure to course managements systems (CMS), a practical, easily applicable component of CALL.


Providing Help to Afghan Teachers of English via an Online Community

Snea Thinsan

Additional Presenters:

Cathy Raymond

School of Education, Indiana University Bloomington

Center for Social Studies and International Education, Indiana University Bloomington

Afghan Universities are mostly geographically isolated from one another. It is thus very difficult for English teachers to meet, interact and collaborate professionally. While infrastructure remains extremely poor in the provinces, road reconstruction progresses slowly and security has not stopped deteriorating in conflict provinces, most universities, fortunately, are now being equipped with computers and the Internet with the help of the international community. The strong desire among the Afghan faculty to use technology for educational and professional purposes is also evident based on a study I conducted in the last quarter of 2006. A website is being developed for English teachers around Afghanistan. It includes resources of all kinds that can be accessed via the WWW. It also offers spaces for teachers to share their problems, ideas that work, relevant resources, student products and so on. International experts will be invited as contributors and co-learners in this professional learning community. The participants in this session will be invited to explore the site, give comments for improving it, and, if interested, volunteer to participate as experts to assist struggling Afghan teachers of English. This site is expected to be officially launched in April 2007.


Online Teacher Training … Online.

David Winet

Cal State University East Bay and StudyCom

As more and more ESL learning happens online, there is a need to train both new and experienced teachers in the art of teaching the online class. This presentation will discuss how a group of online trainers from StudyCom recently trained TEFL students from Georgia State University to become online teachers. The instruction was itself online; the trainers were geographically distributed around the globe, and the students not only learned but observed and also practiced online teaching with StudyCom’s e-students. This demonstration is appropriate for teacher trainers, administrators and teachers interested in e-learning.




* Based on one of the Electronic Village Online sessions

Wednesday, March 21st
10:30-11:30 AM
Writing; Grammar





A Teacher’s Home Page: Teacher-Centered or Student-Centered?

Melvin Andrade

Sophia Junior College & Aoyama Gakuin University, Japan

 This presentation will consider elements of personal home page design from the perspective or whether a teacher’s home page is “teacher-centered” or “student-centered” and the advantages and disadvantages of each. The presenter will use his personal home pages to illustrate these concepts. In addition, he will explain how he has modified his own home pages in response to the requests, needs, and interests of his college and university students in Japan. For example, he will demonstrate how he has incorporated external links within his online syllabi to extend and supplement textbook lessons. He will also demonstrate how he has used online survey software (“Survey Monkey”) as an integral part of his reading and listening comprehension courses. This software can be used to keep track of the type and amount of extensive listening and reading the students are doing, as well as provide a venue for practicing summary and opinion writing. This demonstration will be of primary interest to teachers of intermediate- and advance-level university students and adult learners.



Refining the Use of Google as a Teaching Tool

 Andrew Bowman

Intensive English Language Center, Wichita State University

Although Google is well known and used by nearly everyone, many students do not fully take advantage of its power to improve their English skills. Today’s demonstration will show how students can become proficient at using Google as a tool to learn more about grammar and general English usage. The demonstration will review some guided exercises that help students interpret and apply the output generated by Google. Participants at this EV fair will receive detailed handouts that instruct students on how to get the most out of Google when checking language usage. The activity primarily deals with grammar, but is also helpful in preparing lesson plans dealing with concordance. The demonstration will be done using a special web browser which participants may acquire for free. This activity is most suitable for students at intermediate levels, but most advanced learners and some beginners may also benefit from it. The lesson plan can also be performed in groups.

Easy formatting of academic papers in MS Word

Francis Britto

Sophia University

 Most students, at least in EFL countries like Japan, find it hard to submit properly formatted academic papers, especially when they have to include block-quotes, references, headers, etc. It’s not uncommon to see submitted papers with no headers or footers, and improperly indented block-quotes and bibliography. Teachers can help students submit better papers by providing them with an MS Word template-like document that will make the task of formatting remarkably easy. In this presentation, the presenter will offer the audience such a document and show them in easy steps how they can teach their students to present excellently formatted academic papers. Related topics such as styles and templates too will be touched upon depending on audience’s familiarity with these advanced features of Word. Microsoft offers some thesis templates online, but they are harder to use (since they may overwrite the important Normal.dot or offer too many irrelevant options) than the presenter’s. As the presenter’s simple approach demands no familiarity with templates or styles, even Word novices can master the art of submitting beautifully formatted papers. Ideal for teachers of academic writing unfamiliar with styles and templates, Word beginners, and users of non-English versions of Word (which have few templates for writing English).

An Online Discussion Board Assignment for Evaluating ESL Web Resources

Mary Hutchinson

Penn State University

 There are many online ESL websites available to teachers. The quantity of information, however, can be daunting, and the quality and usefulness of the activities can vary from site to site. In order to provide ESL teachers with information about applicable, age/learning-level appropriate online resources, a web analysis discussion board was created as a forum to discuss and evaluate the material on these sites. In this particular course, 21 teachers enrolled in a web-based applied linguistics class as part of a state ESL certification program were asked to identify grammar websites and write a short review, including an evaluation of the information and exercises, and the applicability to ESL instruction. The participants posted these reviews to the course discussion board and were asked to visit one another’s sites and respond to these written evaluations. The finished thread of this discussion provided teachers with a comprehensive list of over twenty different websites for ESL learners and specific feedback about the usefulness of the information and activities. Although using the discussion board was a challenge, the overall strength was that it gave participants a starting point for using these resources with their students.


Teaching English and computer skills with blogs

Johanna Katchen

 National Tsing Hua University, Taiwan

 In this era of globalization, English skills and computer skills are both of vital importance for students of all disciplines throughout the world. To this end, a group of first-year English majors at a Taiwan university enrolled in a required English composition course were asked to keep individual blogs. Students had free choice of their journal/diary topics, whereas class assignments centered on the genres of description, narration, process, and comparison/contrast. The blog site Xuite was chosen because it permitted uploading materials other than texts and provided an L1 (Chinese) interface. Moreover, some students were already keeping blogs in Chinese and recommended this site. After instruction on how to use the site, initial assignments involved uploading only texts. Later assignments, with accompanying technical instruction, included describing a picture (uploading a jpg picture) telling a story with music (uploading an mp3 sound file), describing a process (with self-made graphics or stills from their own videotaped spoken process demonstration), and preparing PowerPoint slides for a comparison/contrast topic. This EV demonstration explains the objectives of the course, shows examples of student postings on their blogs, and shares some student comments on using their computer skills in their English composition class.

Communicative grammar instruction for adults and Generation 1.5.

Elena Nehrebecki

Hudson County Community College

Contemporary ESL population is comprised of people of various ages and literacy levels; however, most of them, especially Generation 1.5 and younger students use computers, predominantly Internet, and camera cellular phones. This type of technology can be successfully used as a different literacy mean connecting technological literacy with the academic one in English. The participants will receive cues to using the existing websites for practicing such grammar items like Present and Past Perfect Tenses, Past Hypothetical conditionals among others. World Time Line at Historychannel.com is an excellent resource for grammatically focused writing practice about times or events before the students’ time. Combined in a student-created shared folder, pictures on a certain theme become a personally meaningful visual and a starting point for sharing information. The presenter will demonstrate and distribute copies of grammar and writing activities from her own Web CT materials and will show the strategies of using this hands-on technology in educational setting. The indicated practices have been piloted and improved over the period of five years in a community college setting. Communicative grammar instruction for adult and Generation 1.5 students with the aid of websites and camera phones.

Revive Students’ Peer Evaluation Skills With CPR

Lara Ravitch

Additional Presenters:

Ana King

Truman College

Truman College

 Toward the goal of a more student-centered classroom, many ESL writing instructors want their students to engage in evaluation of their classmates’ and their own work, yet they often find that students are not prepared for, effective at, or comfortable with this task. CPR (Calibrated Peer Review) is a non-commercial, free website developed at UCLA, which trains students to evaluate and provide feedback on their peers’ as well as their own essays. Teachers are able to author and upload essay assignments and rubrics for evaluation or select them from a bank of instructor-developed contributions from a wide variety of disciplines. Although the website can be somewhat difficult to navigate, this weakness is far outweighed by its recursive approach to analyzing and creating language. The presenters have used CPR in their advanced ESL writing courses at the community college level and are eager to share this with others. The session will give a step-by-step demonstration of how to use CPR, show sample assignments, and cover the challenges and triumphs of using this online resource to enhance instruction.


Virtually Endless Possibilities: Designing eLearning Projects

Cathy Raymond

Additional Presenters:

Snea Thinsan

Indiana University-Bloomington

Indiana University-Bloomington

Virtually Endless Possibilities: Designing eLearning Projects using tools such as email, skype, and Macromedia Breeze. In this digital age, students and instructors from all over the globe can connect in ways previously unimaginable. Using a myriad of electronic tools such as skype, email, and Macromedia Breeze, teachers and students can create unlimited possibilities for the virtual classroom. Students can work on and develop tandem learning projects with partners on the other side of the globe using audio and text based computer formats. Teachers can put to use videoconferencing tools along with a digital whiteboard and text chat. This demonstration will offer a sampling of eLearning project ideas which facilitate and encourage autonomous collaborative learning while simultaneously increasing international understanding and cultural awareness as well as heightening the motivation and desire for language improvement. This demonstration is appropriate for all levels of language learning.

* Based on one of the Electronic Village Online sessions

Thursday, March 22nd
8:30-9:30 AM
Video and Digital Media; Listening and Speaking





English Speaking and Listening for Professional Purposes

George M. Chinnery

University of Maryland Baltimore County

Use of the internet in language instruction has traditionally targeted literacy skills. However, this once predominantly text-based medium now offers an array of audiovisual tools which not only provide authentic content, but also allow for the real-time practice of oral and aural language skills. This presentation will demonstrate how various web-based tools have been integrated into an online English speaking and listening for professional purposes course. Technologies of particular emphasis include podcasts, audioblogs, audio discussion boards, internet telephony/audio chat media, and live presentation programs. Free resources and instructional ideas will be shared.

*Becoming a Webhead

Dafne Gonzalez

Additional Presenters:

Teresa Almeida d’Eca

Universidad Simon Bolivar, Caracas, Venezuela

Escola de Sto. António – Parede, Portugal

In Becoming a Webhead, we explore Web communication tools and share the best ways of using them in our teaching practices, engage with students in virtual classes, collaborate on projects, and participate in conferences as audience and presenters. In the f2f presentation, we will give an overview of the session, and the work done by participants all over the world.


Adult English Literacy Online

Fayne Johnson

Additional Presenters:

Sandy Wagner

Claudia Dilgen

Broward County Schools

Defense Language Institution

Broward County Schools

Blackboard course management system provided the venue for Adult English Literacy Online, an online course for speakers of other languages assisting participants with English Language acquisition skills and providing an educational offering that addresses issues of learner persistence. Because many adult learners do not have the time to consistently attend classes, this course blends face to face instruction with self-directed study at a more convenient time and place. Preview this interactive, skills integrated program and learn about the tools and components that support how online learning can provide best pedagogical practices and exemplary observable learning outcomes in second language acquisition. Issues addressing technology accessibility and learning how to use the Blackboard system will also be addressed. Resource is appropriate for Adult Ed, high beginning to advanced levels.

Interesting Things for ESL Students’ Listening Sections

Charles Kelly

Aichi Institute of Technology (Toyota, Japan)

 This presentation will focus on the audio sections of the website, “Interesting Things for ESL Students (http://www.manythings.org/ ). What follows, is a partial list of the projects that will be shown. Listen and Read Along http://www.manythings.org/listen/ Learn a Song http://www.manythings.org/songs/ Listen and Repeat http://www.manythings.org/repeat/ Jokes in English http://www.manythings.org/jokes/ American English Pronunciation Practice http://www.manythings.org/pp/ English Listening Room http://www.manythings.org/el/ Audio Concentration Games http://www.manythings.org/ac/


Make their day with great speaking activities!

Mary Ohno

Carlos Rosario International Public Charter School

In our adult ESL computer lab, we support intermediate and advanced integrated skills classes. We use many typical resources to practice grammar and writing. However, rather than passive exercises, many teachers have sought more interactive exercises and wanted to target specific skills such as speaking and pronunciation. Also, some students have stated that they required more feedback. This presentation will demonstrate various activities and programs for meeting those needs. Move your students from controlled exercises with designated programs such as DynEd and ELLIS to pair work, role-plays, story-telling, and more open-ended discussions. We have used this for goal setting, simulating job interviews, and more. They’ll be excited to be broadcast on their own podcast using Audacity and sites such as www.podomatic.com. In Microsoft Word, for those who don’t type, they can even use the speech recognition feature to dictate their dreams to the computer! They can see in writing exactly what they are saying. Granted, there may be some technical issues with setting up the programs and logistical ones in pairing the students. However, the results merit the effort. With this myriad of approaches, your students will not want to stop!



Listening/Reading Activities Using National Public Radio

Sandra Reno

Divine Word College

This presentation will give instructors quick and simple ideas to develop listening and reading skills for beginning to advanced students through the NPR web site while at the same time develop student interest in current events, the arts, politics, and American life. The presentation will include an overview of the website and use of NPR transcripts. The handout will provide samples of activities that take a minimum amount of preparation time, work well as quick supplements to listening or reading courses, and generate high student interest.


Listening Wiki: Teacher Collaboration for Online Resources

Connie Rylance

Additional Presenters:

Carol Shabrami

Kenneth Romeo

Stanford University Language Center, English for Foreign Students

Stanford University Language Center, English for Foreign Students

Stanford University Language Center, English for Foreign Students

 We present a pedagogically sound model of WEB 2.0 technology to show teachers a collaborative ways to exploit lectures for use in intermediate to advanced, university-level listening comprehension classes. This website is based on a collection of Stanford faculty lectures from diverse academic fields accompanied by supplementary material and exercises. This resource is a collaborative effort by instructors on a wiki, responding to the lecture content with vocabulary and comprehension questions. It includes: Pre-listening exercises with a vocabulary preview and a 5-minute discussion Post-listening exercises with additional vocabulary, comprehension questions and audio clips for transcription and cloze assignments. A Lecture Follow-Up with a 15-minute discussion on issues raised in the lecture to provide further listening comprehension, highlight main points and stimulate further discussion. Instructors can also point out discussion strategies, such as giving and supporting opinions, and agreeing and disagreeing. The Lecture Blog enables students to exchange ideas to prepare and to increase class interaction. Advantages Offers opportunities for students to interact with the lecture material compared to other web listening resources. Goes beyond standard vocabulary and comprehension exercises. Enables students to interact outside class Provides opportunity for instructors to collaborate Offers easily developed and expanded technology.


iLife: Passport to Podcasting in the Classroom

Scott Duarte

Kansai Gaidai University

Podcasting and video blogging are emerging tools that educators are utilizing in the classroom. Within the ESL classroom, podcasting is effective for student-centered listening and speaking assignments. Apple iLife, including iTunes, iMovie, iPhoto, Garageband, and iWeb, offers a highly user-friendly software solution for producing audio and video materials. With little training, students with varying degrees of computer literacy can manipulate the software to craft quality podcasts. While not achieving \”end-all-be-all\” status, the software does provide the basics, with a few extras, to get students interested while keeping them motivated for further productions. Intermediate to advanced language learners will gain the most benefit from iLife podcasting projects due to the need not only to speak English in front of the camera/microphone, but also to be able to express ideas and concepts in the pre- and post-production phases. While secondary to post-secondary students would be the best target, projects can and have been created by elementary level pupils. Works created, filmed, and edited by upper-intermediate to advanced level university students will be shown to highlight the different aspects of iLife podcast production.


Easy ESL Podcasting: Creating Instant and Effective Listening Tasks

Diane Wallis

City College of San Francisco

This demonstration will focus on creating simple podcasts that can be used as listening tasks using the website: www.podomatic.com. It is easy to tailor the content to whatever curriculum you are using in your classes. The presenter will share a bank of low-level ESL exercises that were designed for noncredit community college students. The podcasts demonstrated here focus on topics such as: clothing/colors, grocery items/money, medical appointments, job information, and vacation plans. Participants will not only learn how to access podomatic.com and create their own podcasts, they will also receive handouts with listening exercises for each of the podcasts featured in the demonstration. The strengths of using this resource are that instructors can provide more interesting and relevant listening content for their students very quickly and efficiently. The weakness of podomatic.com is that its recording device is not as high in quality as programs such as Audacity or GarageBand. However, the simplicity of the program far outweighs this consideration.


* Based on one of the Electronic Village Online sessions

Thursday, March 22nd
10:30-11:30 AM
ESP; Distance Education





*Teaching with PowerPoint

Christine Bauer-Ramazani

Additional Presenters:

Sandy Wagner

Roger Drury

Saint Michael’s College

Department of Defense, Defense Language Institute

Georgia Tech

The six-week “Teaching with Power Point” EVO session focused on showing participants how PowerPoint can be used by teachers and students. Teachers learned how to use it effectively for their own teaching, e.g. to support a lesson, as well as how to use it as a tool for collaborative student projects. The workshop combined technical training and expertise with pedagogical insights and focused on practical applications in the classroom. Our presentation in the Electronic Village will offer an overview of this session, demonstrate how the session was run and show results through participant generated PowerPoint presentations.


Mobile blogs in the language classroom

Paul Daniels

Kochi University of Technology

Mobile Blogs provide an authentic setting for online presentations or informal diaries anywhere, anytime. Using mobile devices, students can capture and document activities outside of the classroom in a non-inhibitive manner, and bring these experiences into the language classroom to participate in authentic and collaborative language learning tasks. The presenter will illustrate how mobile media projects are being used to promote language-learning in Japan. Two mobile blog modules developed at Kochi University of Technology will be introduced. The modules can be used with popular open source software applications such as Moodle or Gallery . These modules allow students to email images, audio or video with accompanying text to a website using any camera-enhanced mobile device. Students are able to create eye-capturing web pages with thumbnails, captions, slideshows, and video feeds without the use of editing applications. These modules can be used for language instruction at any grade level, but due to the various types of mobile devices and techniques used to capture and send media files, the modules need to be thoroughly tested before implementing.


Teaching GRE® Test Preparation Online to NNES using Blackboard

Caroline Dempsey

English Language and Culture Institute / UAB

This presentation will highlight various features of a 5-week Blackboard course designed to prepare 11 NNES students in Sub-Saharan Africa for success on the Graduate Record Examinations (GRE®). The course includes both synchronous (Skype) and asynchronous instruction (PowerPoint with voice-over explanations). The presenter will explain how pre-assessment information was collected and used to inform the curriculum development of the course, how the various GRE® Verbal section topics were organized and taught, and how analytical writing skills were taught and evaluated throughout the 5-week course. This course is a university / pre-graduate level course, and it was created for use with a group of medical researchers in Sub-Saharan Africa who received test preparation and English training as part of an international research grant. Upon successful completion of the GRE®, students will continue their research and study in various graduate schools in the U.S. The English language level of students participating in the online course is high intermediate / advanced. Strengths of this training include the schedule flexibility of online learning and thorough curricular materials. Weaknesses of this online course are mostly related to students’ inexperience with online learning and the limited functionality of the internet in Sub-Saharan Africa.


Using Moodle to Create an Online Audio Lab

Mike Dombroski

Ohio University

This Online Audio Lab was developed within a course management system (Moodle). It gives students the opportunity to practice reading, writing, listening, and speaking skills through the presentation of various authentic and semi-authentic materials. Students can complete exercises designed to check on their comprehension of various topics presented in audio and video formats. They can also work on their speaking skills by participating in voice boards (Gongs) and receive feedback from an instructor, as well as listen to other participants and give them feedback. The advantage of an online audio lab is that as long as students have a computer with an Internet connection they can access the lab at anytime. This differs from a traditional physical lab where there are usually restrictions on when a student can access it. The Online Audio Lab is designed as an Internet tool only. Students must have a fast Internet connection to use the lab. The Online Audio Lab is intended for adult learners of English at the university level.


*Web Conferencing with DimDim – Free with No Downloads

Moira Hunter

Independent + ESIEE

Explore briefly the web conferencing tool DimDim, and its potential in teaching practices and in learner engagement. In this presentation, I will focus on DimDim, and demonstrate its potential use with geographically dispersed participants who will interact and collaborate in real-time activities within the environment. As moderator of BaW07, I will refer to Week 4 (http://baw07.pbwiki.com/week4) in the BaW EVO session, for which I am specifically responsible, presenting examples of participants’ work and contributions.



Enhancing Teacher-Student Relationships Using a Web-based Tool

Margaret Lyman

ProActive English

When teaching business English, I use a blended learning model that includes a Web-based tool, The Business English Web. Students using this tool can upload recordings in response to text and audio prompts and receive text and audio feedback on each recording. The Web tool, similar to Moodle in many ways, has broad applications for students in IEPs or at the university level. A major benefit of the Web tool is that I can strengthen relationships with students because they receive individual feedback and personalized comments that they might not otherwise get in a group setting. The challenge is in identifying appropriate feedback for this setting and helping students feel comfortable using the technology. In demonstrating how I use the tool, I will stimulate discussion about how teachers teach in a Web-based asynchronous environment with either this tool or similar ones, such as Moodle. How do teachers modify their approach to teaching in this environment? Do experiential learning models apply in the feedback cycle I will demonstrate? The Web tool is most appropriate for high-intermediate to advanced speakers of English.


Using Wizards and Templates: Business Correspondence

Claire Ribeiro

Additional Presenters:

Laurie Moody

Passaic County Community College

Passaic County Community College

Using Wizards and Templates: Business Correspondence Wizards are “engines,” small interactive programs that use dialog boxes to organize the basic information of business correspondence into professional-looking documents; templates are blank, formatted documents into which users add content. Microsoft Word provides both wizards and templates for a variety of correspondence, brochures, reports and even school projects. Using these tools, the teacher and students can spend minimal time on formal conventions and concentrate on the language and content of their work. We will present the pedagogy and the technology for a specific student project in which students become “accountants” and write memos to their “manager” to explain Excel spreadsheets that they created and to make related business recommendations. We will illustrate each step of the teaching process from brainstorming to evaluation. Finally, we will conclude with demonstrations of other wizards and templates that could assist students in producing other types of professional business correspondence. A handout outlining the project and highlighting other uses of wizards and templates, plus a project-resource Web site provided.


Online AUDIO Discussion Boards for Listening and Speaking Practice

David Winet

Cal State University East Bay, StudyCom

The internet has long been used for classes, but most of the communication has been text-based. For language learning that situation is unacceptable. Fortunately there are now several free solutions that allow students at all levels to easliy listen to and make their own audio recordings online in a discussion board setting which encourages, well, discussion! The presentation will show how “MyChingo,” “Chinswing,” and “Vaestro” all give students the same chance to speak that they have traditionally had in the real world classroom, with the dual advantages that now they can 1) discuss across time and space while retaining the ‘live-discussion’ feeling that is so important for generating enthusiasm and engagement in the language learning process, and 2)get recorded feedback from their teachers that they can listen to more than once for maximum benefit.

http://www.vaestro.com , http://www.chinswing.com , http://www.mychingo.com

* Based on one of the Electronic Village Online sessions

Friday, March 23rd
8:30-9:30 AM
Intercultural Communication; Student Projects





*Blogging for Beginners

Carla Arena

Additional Presenters:

Erika Cruvinel

Binational Center in Brasilia

Binational Center in Brasília

The Blogging for Beginners EVO Session aimed at introducing English teachers into the world of blogging and its potential for teaching and learning. It provided the chance for educators to set up and enhance their first blog, and explore the world of possibilities weblogs provide us with. The Blogging for Beginners team will present some examples of blogging in the language classroom, showing participants how to effectively integrate this powerful tool into the teaching/learning context through collaborative work.


Animated Cartoons Animate Students to Practice English

Barry Bakin

Division of Adult and Career Education

DFILM.com is a free web-based site for creating animated cartoons from pre-made templates using pre-made characters and scenes. Students of all levels can easily produce level-appropriate cartoons appropriate to their skill level that the whole class can view. Everyone enjoys making and screening their productions. Students choose the characters and scenes and fill in their own dialogue. It’s easy and fun and provides lots of opportunities for students to demonstrate their language proficiency in a wide variety of social settings and interactions.

http://www.dfilm.com/ and for a sample http://mm.dfilm.com/mm2s/mm_route.php?id=3100985

Adapting Text and Audio Files for Cross-Cultural Teaching

Bridget Gersten

Additional Presenters:

Kevin McCaughey

Avi Arditti

U.S. Department of State, English Language Office (US Embassy Moscow)

Independent Consultant

Senior Editor, Voice of America Special English

This EV Fair demonstration will focus on multimedia, online resources that easily lend themselves to adaptation for self study and classroom use in ESL and EFL settings, even in low-tech environments. The presenters will give tips on how to select from and manage the vast wealth of available online resources, especially the resources available on the “Voice of America Special English” website, while exploring how they can best be adapted for offline use. The presenters will give a step-by-step demonstration of a unique student-based, PowerPoint-based materials development project that integrates copyright-free material on the Web, showing how a resulting CD-Rom was successfully piloted with secondary and university level students and integrated into the curriculum in Russia. This will be followed by a discussion how projects such as these can be used for teacher training courses to enhance language and culture learning, as well as critical thinking skills. All participants will receive a webliography with links to sites that are rich in audio and text files adaptable for classroom use, as well as tips on how to create similar projects to match their own needs.



Before PowerPoint: Oral Reports Using Google Images and Research

Laurie Moody

Passaic County Community College

Even beginning-level ESL students arrive in class with a variety of computer skills and experience. This presentation demonstrates Internet research and presentation tools that all students can access readily in a variety of settings from a one-computer/one-printer classroom to a multimedia SmartRoom. The simplicity of the project allows the teacher to focus on the language, organization and content of the oral reports rather than the technology. Depending upon the topics, the project is appropriate for junior high through college-level students. The process begins with students selecting individual or group topics, finding and printing appropriate images from Google Images, researching the topics with a level-appropriate encyclopedia, organizing their reports, practicing their presentations and finally presenting their reports orally. The demonstration will include discussions of topic selection, use of Google Images, outlining tools, resource citation, presentation methods, rubrics for evaluation and examples of student projects. Handout and project-resource Web site provided.


Technology for ESL Speaking and Culture Study Activities and Projects

Lyra Riabov

Southern New Hampshire University

This presentation demonstrates how Professor Lyra Riabov Web-based Blackboard™, her class website, and MS Power Point make student learning more effective in ESL 5 (Advanced) Oral Communication and Comparative Culture Study classes at the Southern New Hampshire University, the Institute for Language Education The attendees will explore teacher- prepared resources and students’ projects. A Blackboard™ course account offers students an access to the following Blackboard™ features: Discussion Forum students’ postings raised their motivation to participate in oral and written discussions, supported the individual expression and learning, brought satisfaction for receiving immediate peers’ feedback, increased the competition in discussing the content issues, raised the awareness and need for improvement in grammar, vocabulary, and sentence structure. Assignments, Announcements, and External Links helped to organize and effectively manage classroom and home work activities. Digital Drop Box secured privacy of the instructor’s corrections and grades. Send E-mail feature offered a convenient way of communicating with an individual or a group as a whole. Students could attach PowerPoint presentations, and picture files to their discussions. Teacher- created class website served as a research resource for the student projects. MS Power Point helped students to organize their materials and ideas and deliver effective presentations of their projects.


Take Your Students To The Movies — Online! (Popcorn Optional)

David Winet

Cal State University East Bay, StudyCom

Two new online applications allow teachers to watch movies and videoclips together, either in an online-equipped classroom or as a out-of-class project. ClipSync and Lycos Cinema not only allow for viewing, but the clips are synchronized, so that all the spectators see the same frames at the same time, making for a simultaneous viewing experience. Both the applications have included chatboxes, so that students can discuss the films as they are watching in real time. Besides being a fun listening and conversation-practice activity, such synchronized viewing leads to more meaningful interactions between class members and more cultural knowledge based on the clips. Students can even plan a viewing session and choose the clips they wish to show their classmates! This presentation will demonstrate how to use both ClipSync and Lycos Cinema in and out of class for a richer learning experience for students.

http://www.clipsync.com , http://cinema.lycos.com

Learning a Language to Communicate: a Primary Pursuit

Rita Zeinstejer

Additional Presenters:

Barbara Sawhill

Asociacion Rosarina de Cultura Inglesa

Spanish Instructor at the Cooper International Learning Center in the Oberlin College, Ohio

Joint projects between teachers and students from different societies aim at expanding students’ culture and at providing them with the possibility of using English in natural contexts. As advocates of the integration of CALL into language learning, we organized a tandem project to allow our students to learn from each other exchanging information on both Spanish and English. As native speakers of different languages they worked together in pairs to increase the knowledge of their partner’s language and their intercultural competence through communication, and to foster mutual help in learning. At the same time, they all had a hands-on experience using synchronous and asynchronous tools the computer offers for free. This demonstration will showcase the value and the importance of using Internet for language learning as the second best way to communicate in authentic situations, in places where students are not likely to get the necessary face-to-face encounters to use the target language. It will also pose a challenge to teachers who are reluctant to use the computer for language learning, by demonstrating and explaining how and which synchronous and asynchronous tools can be successfully exploited for the benefit of students in the era of communication and technology.

http://caeb2006.podomatic.com/ , http://languages.oberlin.edu/blogs/hisp305/ -“participants”

Video Conferencing between Chinese and Japanese College Students

Ying Zhao

Additional Presenters:

Dr. Hoe Kyeung Kim

Maria Angelova

Cleveland State University

Cleveland State University

Cleveland State University

We would like to introduce a video-conferencing project between college students in China and Japan between 2003 and 2006. An Interactive Video Distance Learning (IVDL) classroom was developed. Through visual and audio equipment students of the two countries interacted with each other as if in the same classroom.  200 first-year English majors in a teacher’s college in Beijing, China, and 240 first-year non-English majors in a private university in Tokyo, Japan, participated in this project,which was a part of an elective course offered simultaneously in the two universities. The Japanese and Chinese students held one 30 minutes video conference every week. Students were asked to research on culture related topics before a conference and discuss them at the conference using English as the working language.  This IVDL project promoted cross-cultural communication as it connected students who would otherwise have no chance to meet. Students commented that they were interested in learning more about the partner country’s culture and their own culture after the project.  The presenter will show video clips of the video conferences and share the experience of the cross-cultural IVDL project.

* Based on one of the Electronic Village Online sessions

Friday, March 23rd
10:30-11:30 AM
Reading; Vocabulary





Annotation Modes in a Reading Comprehension CALL Unit

Elena Cotos

Iowa State University

The resource is a web-based reading comprehension unit for low-intermediate learners, which represents an example of how theory and research can inform CALL materials design. It is combines perspectives such as: interactionist views in SLA (Gass, 1997; Long, 1996), interface design (Plass, 1998), instructional design (Chapelle, 1998), learner training (Hubbard, 2004), and task characteristics (Gutierrez, 2003). This CALL unit is preceded by an operational tutorial, designed with Macromedia Captivate, which explains the functionality of the web-unit in order to help students succeed in completing the CALL tasks. It presents the targeted with two annotation modes: exact context definitions accompanied by small images vs dictionary and concordancer entries. Most of students’ responses to exercises are submitted online and stored in a database by ColdFusion which provides immediate individual feedback. After captivating learner’s responses in the database, it matches them with suggested correct answers, and provides feedback consisting of both the original answer and the correct one. The first three exercises are free of this type of control offering instantaneous feedback comments upon clicking on one of the available options, which is hoped to give learners some time to feel comfortable both with the application and the tasks.



*Webpublishing in Open Participatory Environments

Barbara Dieu

Additional Presenters:

Patricia Glogowski

Lycée Pasteur

York University English Language Institute

Franco Brazilian secondary school in Sao Paulo, Brazil

Language learning has traditionally been constrained by space and time; social interaction in such environments was also limited to student/teacher and student/student. Nowadays a wide variety of social networking tools allows us to create open learning environments where language learning takes place in immersion-like contexts and where learners can engage in networking with wider audiences. Learners become more motivated, engaged and autonomous while they direct their learning towards the areas that interest them most and take ownership of their own learning. Focus: During this workshop, we will give specific examples of how some of these social tools have been used in language learning, discuss the methodology and how these tools can help create wider social networks. Eg. Dekita.org


Showcasing Blogs as a Tool for EAP

Scott Douglas

University of Calgary

Incorporating blogs into an English for Academic Purposes (EAP) curriculum helps to foster the foundations necessary for academic English language proficiency. This demonstration will highlight the blogging component of an EAP course at the University of Calgary and how it was successfully set up and maintained. Looking at the work of Friere, Roessingh, and Vygotski, blogs can be though of as tools that not only explore the lived experience of students and teachers, but also create virtual communities in which students can communicate, think and learn from others in English. As such, teacher and student blogs can be created, maintained and evaluated over the course of a semester and beyond. As this process is carried out, students will begin to develop fluency and acquire language and ideas from each other. The demonstration will also consider feedback from the students and teachers regarding their experiences with this language development technique. Visitors to the demonstration will leave with concrete ideas that they can implement with their students, as well as a theoretical understanding of the technique. The presenter will be available for comment, questions and discussion throughout. Handouts will also be available. http://www.englishforacademicpurposes.blogspot.com

*Web Conferencing with DiscoverE

Moira Hunter

Independent + ESIEE

This presentation will explore briefly the web conferencing tool DiscoverE and its potential in teaching practices and in learner engagement. In this presentation, I will focus on DiscoverE, and demonstrate its potential use with geographically dispersed participants who will interact and collaborate in real-time activities within the environment. As moderator of BaW07, I will refer to Week 4 (http://baw07.pbwiki.com/week4) in the BaW EVO session, for which I am specifically responsible, presenting examples of participants’ work and contributions.



English Vocabulary Word Lists with Games, Puzzles and Quizzes

Lawrence Kelly

Aichi Institute of Technology (Toyota, Japan)

This is a large collection of English vocabulary word lists with many online games that use these word lists. You can choose a word list then choose which game to play or you can first choose a game, then choose which set of words you want to use. You can also jump from one game to another using the same word list. Visitors may contribute new words to existing lists or submit vocabulary lists for new topics. Whenever new words are added they automatically become part of the games and quizzes.


JavaScript (Web) Exercises for Teachers to Use or Make

Kenji Kitao

Additional Presenters:

S. Kathleen Kitao

Doshisha University

Doshisha Women’s College

JavaScript allows teachers to make a variety of exercises, including exercises with interactive features, that students can do online. The exercises include multiple choice, cloze, fill-in-the-blank, and short answer questions. With JavaScript, it is possible to add a number of features. These include timing the students’ answers; timing students as they read a passage and calculating the words per minute that they read; keeping track of correct and incorrect answers (both as the student progress through the items and at the end of an exercise); keeping track of how many questions were answered correctly the first time and the second time; giving hints when students answer questions incorrectly; and allowing students to try again if they get an incorrect answer. We have made JavaScript exercises for reading, writing, grammar, vocabulary, and listening, among others. In this session, we will demonstrate the different uses of JavaScript, showing the exercises we have made. These exercises themselves can be used by teachers. In addition, we will show how the exercises we have made can be used by teachers as a template to make their own exercises.


Developing Critical Reading Skills in a Blackboard-based Hybrid Course

Agnes Malicka

Northern Virginia Community College

This presentation shows how ESL readers enrolled in the Advanced ESL Hybrid Reading Course (ESL 17) at the Alexandria campus of Northern Virginia Community College construct meanings of the assigned texts through participation in Blackboard Discussion Forums. By responding to both pre-reading and post-reading questions posted in the Discussion Board, ESL students have opportunities to be active readers, increase their vocabulary, develop fluency, and practice writing skills. The design of this hybrid course helps engage students in an ongoing interaction with the Blackboard site and its resources, the course textbook, the novel (Bradbury’s Fahrenheit 451), the classmates, and the instructor. The presenter will demonstrate how the interactive nature of this hybrid course offers a unique blend of both writing and reading tasks that require active involvement in the reading process through reflection, analysis, and synthesis, thus helping students become independent and critical readers.

Using “Quia Web” for Teaching Vocabulary, Grammar, and More!

Jerome Rothermund

Kansai Gaidai University

Quia Web is a great online resource for teachers to use to quickly and easily design activities, self-graded quizzes, and surveys. Teachers can create Jeopardy, Millionaire, or a dozen other types of games to play in the classroom with the whole class to review vocabulary, grammar points, or content. Students are motivated to learn while they have fun! Student performance can be assessed and automatically graded with no paperwork using quizzes with multiple question types. Quia Web is appropriate for all learning levels and any teaching environment with at least one computer and an Internet connection. An annual subscription grants teachers unlimited storage space and an unlimited number of student logins.

* Based on one of the Electronic Village Online sessions

Saturday, March 24th
8:30-9:30 AM
Elementary Ed; Secondary Ed; Adult Ed





Making the Grade With Gradekeeper

Stephanie Sesker

University of Pennsylvania

In a continuing effort to improve the institutional research and quality of its Intensive English Program, the English Language Program at the University has chosen to employ Gradekeeper. It is an extremely affordable software product that can be used on a variety of platforms across a range of grade levels and at a variety of educational institutions. Its greatest strengths are cost and ease of use, even for techno-phobes, with both soft and hard reporting capabilities. The most significant weakness is its inability to link with standard LMS’s, as its tools are superior in user-friendliness compared to tools available on popular LMS’s. The presenters review the program, its advantages and disadvantages, implementation and its impact upon instructors, students, instructional quality and institutional research. The presenters will provide handouts for participants.


Adult English Literacy Online

Sandy Wagner

Defense Language Institution

Blackboard course management system provided the venue for Adult English Literacy Online, an online course for speakers of other languages assisting participants with English Language acquisition skills and providing an educational offering that addresses issues of learner persistence. Because many adult learners do not have the time to consistently attend classes, this course blends face to face instruction with self-directed study at a more convenient time and place. Preview this interactive, skills integrated program and learn about the tools and components that support how online learning can provide best pedagogical practices and exemplary observable learning outcomes in second language acquisition. Issues addressing technology accessibility and learning how to use the Blackboard system will also be addressed. Resource is appropriate for Adult Ed, high beginning to advanced levels.

Citizenship Standards: A Student’s Manual

Robert Kelso

Miami Dade College

With an eye toward encouraging increased civic participation and awareness among English language learners, the presenter will introduce an internet-based student project focusing on aspects of the Florida Adult English for Speakers of Other Languages Citizenship Curriculum Progress Report. Given the increased emphasis among learners on becoming U.S. citizens–thus participating in the inherent democratic institution of expressing one’s voice via one’s vote–community-based organizations and ESL programs alike have witnessed a growing demand for civics and citizenship classes. Furthermore, with the decision on the part of the Department of Homeland Security to redress and revamp the U.S. citizenship requirements in the near future, a number of programs have sought to satisfy learners’ interest in this topic. A citizenship manual, which provides students with an engaged understanding of the rights and responsibilities of being a United States citizen (demonstrate knowledge of voting procedures), symbolic images of the United States (The Star Spangled Banner), prominent individuals and events that have contributed to U.S. history and culture ( Martin Luther King and the Civil Rights movement), and the structure and function of the United States as established by the Constitution (explain the three branches of government), will be presented for use by attendees in their respective classes.

English for All – a Web site, Videos, Distance Learning

Branka Marceta

 OTAN (Outreach and Techincal Assisstance Network)

English for All is a free Web-based multimedia system for adults learning English as a second language. An interactive Web site is the core of the program. Twenty videos tell of the experiences of four limited-English speaking immigrants. They each encounter situations where they need to make life-altering decisions. Learners actively participate in the stories by learning the vocabulary, watching the videos, doing the grammar and comprehension exercises, and deciding with a click of a button the direction of the characters’ lives. A very successful example of multiple models of delivery, English for All is being offered online, in the classroom, and on local broadcast television stations throughout the U.S. The presenter will demonstrate the features of the Web site and show videos of each model of delivery. This series is designed for low-intermediate and higher levels.


*Beginning Internet Activities

JoAnn Miller

Freelance consultant

The EVO session Beginning Internet Activities had over 160 participants in 2007.It was designed to help inexperienced Internet users learn how to develop and use the Web in their classes either as bridging activities (like homework, but beyond fill in the blank), as class projects or even in the computer lab as a class activity. The session covered what is available on the Internet that can be used in class, how to find information, how to incorporate these ideas into class activities, how to make original activities and how to develop a website where assignments can be posted. This presentation will present an overview of the material presented in the session and examples of the kinds of activities teachers who are just beginning their Internet experiences can make.


* Based on one of the Electronic Village Online sessions

EV Fair “Classic”

Electronic Village Fairs that have been held in previous conventions, which were good enough to repeat. These Fairs are held in the afternoon, and like the EV Fairs are held around individual computer concurrently in the Electronic Village.

  • EV Fair Classic, Wednesday 2-3 pm
  • EV Fair Classic, Thursday 2-3 pm
  • EV Fair Classic, Friday 2-3 pm

The 41st TESOL Annual Convention & Exhibit
Electronic Village, Convention Center, Seattle, Washington

Wednesday, Thursday, and Friday, March 21-23, 2:00-3:00  p.m.

Organizers: Chris Sauer & Christine Bauer-Ramazani

Wednesday,  March 21, 2007, 2:00-3:00 p.m.

Presenter(s) Title / URL/Brief description
Susan Gaer Collaborative Projects on the Internet
Learn about collaborative web projects on the Internet.
(Session webcast at www.alado.net/webheads)
Barry Duell
Daisuke Naganuma
Hideyasu Sugita
presenting: Joyce Maeda)
English Dictation Exercises – Graded Online
Students can check the accuracy of their input as often as necessary until a passage is successfully completed.
Michael Krauss
Bridget Gersten
Integrating the Internet into the Classroom
This comprehensive Web site has been used to train several hundred ESL/EFL teachers from around the world.  The training materials are completely free and open to all educators and their students.  Topics covered include: exploring and cataloging quality Web sites for classroom use, creating Web-based learning activities, increasing Web searching effectiveness, evaluating Web resources, and creating materials with Web-based tools.
Leslie Opp-Beckman Online English Language Center
The purpose of this site is to introduce educators and learners to resources available through the World Wide Web for English teaching and learning, and to services and resources available through the Office of English Language Programs, U.S. Department of State.
Dawn Bikowski
The Mystery Teacher Game: How an Online Interactive Site Can Assist Students in Getting to Know Their ESL Teachers
Kenji & Kathleen Kitao
Internet Resources for Corpus Linguistics
This presentation will discuss different types of resources for the analysis of bodies of text, with emphasis on resources useful for English language teaching.
Teresa Almeida d’Eca Have Fun with English! 2–A blog for beginner EFLers to practice English outside of class with a world audience through the use of Web 2.0 text and voice tools
Paula Emmert Task-based WebQuests in ESL/EFL Curriculum
WebQuests are inquiry-oriented activities that can be utilized to support the instructional process by providing students with fun and challenging learning through teacher controlled activities that utilize authentic text through the Internet.  The presenter demonstrates how this model can be utilized in ESL/EFL classrooms.
Randall Davis Digital Voice Recording: The Basics and Beyond
The presenter will demonstrate techniques for recording, editing, and publishing online audio recordings for language learning and teaching.
Jeff Nelson Collaborative Writing and other Projects using Wikis  http://moscowwiki.editme.com/IALC
Recent wiki projects and a range of wiki software will be demonstrat



Thursday,  March 22, 2007, 2:00-3:00 p.m.

Presenter(s) Title / URL/Brief description
Charles Kelly Activities for ESL Students
Quizzes, tests, exercises and puzzles to help you learn English as a Second Language (ESL); this project of The Internet TESL Journal (iteslj.org) has thousands of contributions by many teachers.
Ashley Hastings
Brenda Murphy
Spicing Up Audio Materials with iMovie
The presentation explains and demonstrates the use of iMovie to add relevant visually appealing text and graphics to an audio track.
Mary Diaz Oh, What You Can Do with a Tablet PC!
This presentation will demonstrate the application of Windows Journal and MS Word to mark student papers using Tablet PC digital ink technology.
Tom Robb


The Famous Personages Project
This web project is a collection of over 400 short biographies of famous Japanese.  Tom will show you how to participate in this project or start a similar one for another country.
Ann Christensen Using Hot Potatoes
Learn how to use Hot Potatoes, a free-for-educators software that allows you to create your own interactive on-line activities.
Robert Elliott Using PureVoice for Free Classroom Recording Assignments
The presenter will demonstrate how to use PureVoice, a free and easy to use digital recording software, for making and submitting student audio recordings and for giving pin-point feedback by splicing in teacher comments.
John Avery


GRCC – a Web site for an Immigrant and Refugee Program
This site serves as an instructional resource and gateway for students using CALL as part of their regular ESOL courses. Students learn and practice technical skills and vocabulary needed to work with computers as well as to ESOL instruction through student project work.
Lyra Riabov Key to Success: TEFL CALL Students’ Web-based Challenging Projects
This presentation explores the challenges of five years of MA TEFL CALL (Computer – Assisted Language Learning) students’ web-based projects.
Andy Bowman


The presenter will demonstrate tDictionary, a handy, web-based mini-dictionary. tDictionary can be used on PC and is useful for looking up words while working with any Windows application
(Session webcast at www.alado.net/webheads)
Belinda Braunstein Using Windows Movie Maker to Edit Student Videos
If you have access to a digital video camera and computer, you and your students can make and edit videos. Belinda will show you the basics.


Friday,  March 23, 2007, 2:00-3:00 p.m.

Presenter(s) Title / URL/Brief description
Abigail Bartoshesky Conducting a Cross-Cultural Exchange with Course Management Software
Barry Bakin


ESL Action Photos Online for You to Use!http://www.literacynet.org/esl/minigrants/webactions/index.htm
Mary Ohno


Hot Potatoes
Go beyond prefabricated activities and quizzes to create your own customized clozes, scrambled stories, timed readings, etc., with Hot Potatoes; this free program can incorporate audio-visual components, feedback and more.

Phil Hubbard
An Invitation to CALL: Foundations of Computer-Assisted Language Learning
This freely available website is an outgrowth of a CALL “mini-course” with the goal to provide a broad overview of technology in language teaching for both pre-service and in-service teachers. The site includes original instructional material, suggestions for assignments, and numerous links to sites relevant to selected topics.
(Session webcast at www.alado.net/webheads)
Kristin E. Hiller


A Low-Tech/Low-Cost CALL Approach to Pronunciation Improvement
This session will demonstrate a few free and readily available tools for recording and sharing short audio texts as well as some resources and tips to help teachers help their students with pronunciation issues.
Jennifer Baran Country Share/Culture Share: Ready-Made Classroom Activities
Welcome to the CIA World Factbook!  This site lists every country in the world and all the information you might want to know about a country.  The site is an excellent resource for intermediate to high level students.  It can be used to teach students to scan dense text to find specific information.  There is a wealth of uses for this site for ESP, K-12, EFL and ESL classrooms. My presentation shows some easily adaptable classroom activities!  Come and collaborate.
Lawrence Kelly


The Internet TESL Journal
Articles, Research Papers, Lessons Plans, Classroom Handouts, Teaching Ideas & Links. This is a monthly web journal, so make a bookmark.
Cynthia S. Wiseman


The Internet as a Research Tool
The presenter will demonstrate internet search strategies, field research sources/links, and organizational strategies, as well as tips on documenting online sources.  The presentation will include handouts of research tips, step-by-step guidelines for searching, saving, and utilizing internet resources and style guidelines for referencing source materials to distribute to students for use on research projects.
Ye-Kyoung Kim


Creative and Inventive Use of Multimedia Technology: Exploration and Education of the Online Virtual and Real World
This session lists the details of the modern multimedia technology currency (e.g., iMovie applications) in terms of its structures, features, and content which have some pedagogical implications for TESOLers in a diverse setting.
Thomas Leverett Weblog Portfolios in an Intensive English Program
The presenter shows online portfolios of student writing, and presents possibilities in guiding students toward online presentation and integration into online communities.
Jacqueline Benevento
Karen Jogan
Organizing and Sharing Web Resources
Dudley Reynolds
Kyung-Hee Bae
Kelly Bracy
University of Houston Writing Center
The presenters will showcase in-class activities which use the Internet as a research tool and which have been incorporated in a college composition class for non-native speakers.

Electronic Village Mini Workshops

The Mini Workshops are workshops that last 1 1/2 hours, and have presenters giving hands-on workshops on various kinds of computer applications. At least half of the attendees will have access to computers while the other half will be watching nearby.

Because of the limited number of computers available for each event, this is a ticketed event, that requires that you come in advance for a “free” ticket to attend the workshop. Tickets are given out on a first-come, first-served basis.

  •  EV Mini Workshop Schedule for Wednesday, 3/21/2007
  •  EV Mini Workshop Schedule for Thursday, 3/22/2007
  •  EV Mini Workshop Schedule for Friday, 3/23/2007
  •  EV Mini Workshop Schedule for Saturday, 3/24/2007

Wednesday, March 21 – 12:00-1:30 p.m

Time-Saving Methods for Google Searches
Thomas Robb, Kyoto Sangyo University, trobb@cc.kyoto-su.ac.jp

Abstract: These days, many of us spend considerable time searching for information on the web, in fact, we often spend TOO MUCH time searching.  With more efficient search techniques, we can find our answers and get on with our lives. For example, if you need to find the phone number of the Hilton Hotel in Seattle, what keywords would you put in?  With efficient search techniques, your answer should appear in the two-line extract under the first hit on the page:  These work: “Hilton Seattle tel”.  If your own keywords didn’t turn up the information instantly, then this workshop is for you! In this workshop, we will explore a series of strategies that will help both you and your students to find information quickly. Our final activity will be a simple 5-item search challenge, with a recent TESOL CALL publication as the prize!

Online Survey Software to Monitor Self-Access Listening and Reading
Melvin R. Andrade, Sophia Junior College & Aoyama Gakuin University (Japan), m-andrad@jrc.sophia.ac.jp

Abstract: This workshop will be divided into two parts. In the first part, the rationale for using online survey software as both a learning tool to encourage active participation and as a way to monitor self-access listening and reading activities will be briefly presented. After that, there will be several examples of how the presenter has used online surveys in his college and university EFL courses in Japan. In the second part, participants will learn how to create their own surveys using “Survey Monkey.” Specifically, participants will learn how to do the following: (1) set up a free account, (2) design and format a survey, (3) write questions using a variety of response types (e.g., multiple choice, drop-down boxes, matrices); (4) enhance the visual appeal of their survey by using simple HTML tags, and (5) display and analyze the results. Both the advantages and limitations of the free version of this software will be addressed. This workshop will be of primary interest to teachers of university students and adult learners in intermediate and advance level reading and listening comprehension courses. Participants need only intermediate-level computer skills to join this workshop. No previous knowledge of HTML or Web page building is necessary.

Thursday, March 22 – 12:00-1:30 p.m

Podcasts and HotPotatoes: Engaging Students with Interactive Materials
Mike Dombroski, Ohio University, md108091@ohio.edu

Abstract:  This workshop will look at podcasts and Hot Potatoes to see how you can use them in the language classroom. Participants will examine what podcasts are, some Internet examples, how they can create their own, using recording software such as Audacity, and where they can post them on the Internet if they wish. Participants will also work on creating their own interactive quizzes/exercises with Hot Potatoes that can relate to a podcast. Podcasting and Hot Potato exercises can be used for almost any level language learner and age. Many of the examples you will see are intended for adults attending a university.

A Googol of Uses for Google
George M. Chinnery, University of Maryland Baltimore County, george@chinnery.us

Abstract: On the internet, English language educators and their students have at their disposal the most comprehensive and multimedia encyclopedia ever developed: the Google search engine. Since its inception nearly ten years ago, it has grown to dominate the realm of web-search. It has also grown beyond web-search. This workshop will demonstrate how Google’s multi-functionality can be utilized by both face-to-face and online English language instructors and learners of all levels. Specifically, through demonstration and hands-on exercises, participants will be introduced to Google’s advanced search operators and specialized search domains; tried and experimental search features and techniques useful in promoting vocabulary development; non-search yet instructionally sound tools such as word processing, blogging, discussion groups and internet telephony; and other powerful tools useful for non-instructional teaching tasks such as recordkeeping and time-management.

Friday, March 23 – 12:00-1:30 p.m

Using Windows Movie Maker to Create Videos
Branka Marceta, OTAN (Outreach and Techincal Assisstance Network), bmarceta@otan.us

Abstract: Making movies has gotten so easy that anyone can do it, and the cost of a digital video camera has come way down. Teachers have begun to experiment with video as a teaching activity. Students can make a video as a class project, teachers can videotape student presentations or activities as part of an alternative assessment, classes can videotape important events, field trips, and projects.  Participants will have a chance to work on a short video clip in MovieMaker, importing the clip, deleting and moving sections, and adding titles and sound. Handout includes information on equipment and instructions for using MovieMaker.

(User-friendly) Corpus Linguistics tools for ESL teachers and students
Luciana Diniz, Georgia State University, diniz.luciana@gmail.com
Joseph Lee, Georgia State University, josephjlee1@gmail.com
Amanda Baker, Georgia State University, eslambx@langate.gsu.edu

Abstract:  This workshop focuses on providing ESL teachers with freely-available corpus linguistics tools useful for the enhancement of language teaching and learning. The workshop is aimed at classroom teachers having no experience with corpus linguistics. The first tool presented is offered through WebConcordancer: http://www.edict.com.hk/concordance/. This website provides a user-friendly and effective means for doing simple word and phrase searches. A demonstration of how to use the Brown Corpus and concordance lines will enable teachers to search for authentic examples of language for their students. The second tool is the Compleat Lexical Tutor: http://www.lextutor.ca/. This website contains a number of resources for teachers and students. The presenters will focus on VocabProfile, Text-to-Speech, Cloze, and Hypertext features. The VocabProfile contrasts texts that teachers can upload to the website (e.g., students\’ writing, assigned readings) to several word lists, including the Academic Word List (Coxhead, 2001). The other three features are also used to create materials with texts chosen by teachers and/or students. The presenters will provide the audience with sample text files for teachers to experiment with the new resources. A handout with sample activities for use in the classroom and other helpful websites will also be supplied.

Saturday, March 24 – 10:30-12:00 p.m

Moodle for Newbies
R. Scott Partridge, Kansai Gaidai University, scott9@kansaigaidai.ac.jp
Adam Gray, Kansai Gaidai University, graya@kansaigaidai.ac.jp

Abstract: Setting up and using Moodle is not impossible, but without guidance many first time users find the task a bit too daunting. This workshop allows an opportunity for users to create a course and explore some of the possibilities available with this powerful and free course management system. With helpful and accessible online videos offering visual assistance, and pointers from not-so-expert users to help explain the pitfalls as well as the highlights, potential users will find more guidance and immediate response to questions than one is likely to find on any forum or bulletin boards. If you are interested in using a CMS in connection with your classroom, this is a class you don’t want to miss.  “Moodle for Newbies” is recommended for classes in higher education and is intended for beginners and potential users. It will focus mostly on the basics of course creation as well as introducing some of the more helpful, commonly used functions; fora, messaging, wikis, glossaries, assignments, resources, tests, and gradebook.

Learning How to Blog with our Students
Scott Douglas, University of Calgary, sdouglas@ucalgary.ca

Abstract: The goal of this workshop is to foster the creation of online learning communities through the use of blogs.  Participants will leave the session with concrete ideas that they can implement with their learners, the ability to create and maintain a blogging community, and a theoretical understanding of the technique. Based on a theoretical framework grounded in the ideas of thinkers such as Freire, Vygotski, and Krashen, participants will experience how students are able to engage in authentic dialogue in English and use experiential writing as a developmental step towards expository writing while entering the online discourse and learning to negotiate meaning within a community.  This develops communication skills, leads to greater language proficiency, and assists students with independent learning outside the classroom. Starting with a quick brainstorming activity and a short power point presentation before looking at examples of blogs that have been created by both students and teachers, participants will then discover the process of creating blogs, sharing addresses, and making comments.  The facilitator will moderate a discussion in which participants can consider the benefits and drawbacks of the technique and further implications for the classroom.

Developer’s Showcase

The developer’s showcase is the opportunity for some educators to show off projects they have developed for use in a particular field of TESOL. Each developer presents before a large audience for a limited period of time, giving all the relevant information about their development.

Developers’ Showcase

Sookhee K. Plotkin (sookhee.plotkin@gmail.com) – Lead
Sandy Wagner (sandylw303@aol.com)
Andrew Bowman (ielc.lab@wichita.edu)

Friday, March 23, 2007 4:30 -6:30 PM
Seattle Convention Center, Adjoining Room to EV

Slot Presenter(s) Title
1 Kenneth Romeo,
Philip Hubbard,
Stanford University Language Center
FlashACE: XML Generated Online Listening Exercises
2 Mongkol Tungmala,
Northern Arizona University
Web-based Audio and Video Clips to Enhance ELLs’ Language Skills
3 Karen Asenavage,
Lisa Minetti,
University of Pennsylvania
On-line Pronunciation Course for Biomedical Professionals
4 Branka Marceta,
OTAN (Outreach and Technical Assistance Network)
English for All – a Web site, Videos, Distance Learning
5 Elena Cotos,
Iowa State University
The Language Learning Potential of Reading Comprehension CALL Tasks
6 Thomas Robb,
Kyoto Sangyo University
The Moodle Reader Module
7 Justin Shewell
United Arab Emirates University
Online Tools for Creating Classroom and Online Activities

CALL for Newcomers

Never been to the Electronic Village before? Want to find out what you can see here? Well, this is your opportunity. CALL for Newcomers is the opportunity to come by and learn about the Electronic Village and the CALL-IS.

Because there is limited space, this is a ticketed event, please come to the Electronic Village in advance of the workshop you want to attend, to receive your free ticket. Tickets are available any time from when the EV opens until they run out or the event is over.

Web Managers Workshop

This workshop is offered by the CALL Interest Section for managers of Interest Section, Affiliate and Caucus websites. The workshop provides discussion and information on both presentation and technical aspects of maintaining a website.

Open Hours

Think nothing is going on in the Electronic Village during “Open Hours”? Think again. As in all past years, this is your opportunity to explore interesting things that are related to Computer Assisted Language Learning. Much of the software that is available for sale in the CALL field can be sampled during this time. Volunteers are here to help you find it and work out what you need to do.

Please, however, don’t even consider checking e-mail or chatting. Use the “Cyber Cafe” located in the publishers area to do that.

You can also learn about how to use various kinds of applications. There are two kinds of tutorials:

  1. Online Tutorials
  2. One page tutorials that can be printed