Phase 5 - Evaluate the new knowledge acquired.

Introduction to Technology in Language Teaching

Juan Diego Montoya Henao

Phase 5 - Evaluate the new knowledge acquired. Educational and Pedagogical Practice

ID: 518006_13 Group: 13

Proposal: Enhancing Oral English Proficiency through Active Practice and Immersive Strategies

Objective:

To improve the oral English skills of students by implementing a structured program that combines practical speaking opportunities, interactive activities, and targeted feedback.

Proposed Strategies

Conversational Practice Sessions

Organize weekly speaking workshops where students engage in real-life conversational scenarios (e.g., ordering food, conducting interviews, or casual small talk). Include role-play and storytelling to build confidence and fluency. Peer Feedback Groups

Pair or group students for collaborative speaking activities, followed by peer feedback using simple, constructive frameworks. Encourage the use of rubrics focusing on clarity, pronunciation, and fluency. Pronunciation and Intonation Training

Incorporate listening exercises using authentic materials (e.g., podcasts, TED Talks, interviews).

Provide tools like tongue twisters, phonetic drills, and mimicry of native speakers to refine pronunciation and stress patterns.

Interactive Tools and Technology

Use apps and software that facilitate oral practice, such as voice recognition tools, virtual reality role-play, or AI-driven conversation platforms. Record and review speaking exercises to help students self-assess their progress.

Cultural Immersion Activities

Host events such as English debate clubs, movie nights with discussion segments, or themed speaking days (e.g., “Travel Talk Tuesday”). Invite native or fluent speakers for guest sessions to provide students with diverse accents and cultural exposure.

Assessment and Evaluation

Pre- and Post-Testing: Conduct oral proficiency tests at the start and end of the program to measure improvements. Continuous Feedback: Provide regular feedback through evaluations after each activity. Self-Reflection Logs: Encourage students to maintain journals tracking their speaking confidence and progress.

Expected Outcomes

Improved fluency, pronunciation, and confidence in oral communication. Enhanced ability to participate in real-world conversations in English. Greater cultural and linguistic awareness through immersive activities. This proposal emphasizes active participation, consistent practice, and cultural engagement, ensuring that students not only improve their oral skills but also enjoy the learning process.

Summary of Units 1, 2, 3

Summary Unit 1

Learning through music can have a positive impact on the academic achievement, creative thinking, and self-esteem of EFL learners. While there are some drawbacks to consider, the benefits of using music in education outweigh the potential challenges. As we move forward, it is essential for educators to continue exploring innovative ways to incorporate music into the curriculum and maximize its benefits for EFL learners. (Chen, M., Mohammadi, M., & Izadpanah, S. 2024) Students' perception of autonomy plays a fundamental role in academic success at university. Fostering autonomy in students allows them to develop self-regulation skills, intrinsic motivation, and commitment to learning. While there are challenges associated with a lack of autonomy, it is important for universities to continue promoting an educational environment that fosters students' freedom and responsibility in their academic training process. (De la Rosa, A., & del Rosario, V. 2015) The perceptions and practices of in-service EFL teachers regarding technology-enhanced language and culture teaching reflect a blend of optimism and caution. By leveraging the benefits of technology while addressing the challenges, teachers can enhance the language learning experience for students and prepare them for success in a rapidly evolving digital world. (Gonzalez-Vidal, T., & Moore, P. 2024)

Summary Unit 3

Focusing on writing skills, several studies have explored the use of IA in assisting students with writing tasks. The ability of IA to provide instant feedback and suggestions to improve writing proficiency has been noted (Toncic, 2020); IA at this time is the greatest support that can be had; it has been a phenomenal support which guides, teaches, and directs the correct way in learning a second language, It is used to improve the skills that must be had. At this time and in this highly globalized and advanced society, we must adapt to everything that is presented and provides us with safer and easier to access tools. Both technical advancements and more general trends in technology-enhanced education have played a role in the historical development of augmented and virtual reality within the framework of language instruction. Billinghurst et al (2001). The learning and professional training process is of great importance not only as human beings but also as professionals; Good training will allow for a more energetic orientation and training process that will leave great traces on people, always keeping in mind that we must train ourselves as people and then as professionals. Every day we must have better competence and skill in technology and its use, which will allow not only professional advancement, but also better communication and teaching-learning relationships with a different language. According to the OECD (2004), “beyond providing appropriate information in response to uncertainty and public awareness associated with science and technology, the training of citizens must be oriented to encourage and facilitate public debate.” Technology and education are becoming closer every day, and as individuals and professionals we must adapt, learn, and give our best in any learning process, especially in learning a second language.

Lesson Plan Template 1

Lesson Plan Template 2

Lesson Plan Template 3

Reflective Questions

a. What were the key steps you took in designing the language learning materials?

I consider a few ideas to be the most relevant to produce learning materials: Analyzing and identifying the student’s goals, proficiency levels, cultural contexts, and specific language skills they need to develop. After the identified needs, setting content selection, and materials focused on the students’ interests and objectives. (Howard, J., & Major, J. 2004). Organize content into logical sequences, design activities for different learning styles. Balancing the four language skills (listening, speaking, reading, writing) Including tasks like games, group discussions, and real-world activities Incorporating cultural insights Test the knowledge and provide meaningful feedback

b. How did your personal experiences as a language learner and/or teacher influence your material design?

Personally, I decided to try a variety in activities to keep students engaged. This could inspire materials like videos and audio files, interactive tasks, and discussions.

c. What challenges did you encounter during the design process, and how did you address them?

Dealing with the varied learning styles can be a challenge. Learners may have different preferences and abilities. So, I decided to include a variety of tasks: listening exercises, visual aids, group discussions, and hands-on activities. Providing multiple modes of input like videos, texts, and infographics.

d. What pedagogical principles did you incorporate into your material design, and why?

Maily constructivism. The students build new knowledge by connecting it to their prior experiences and understanding. I included activities that allowed learners to relate language use to their own lives, such as personal storytelling or role-playing real-life scenarios. The use of tasks like brainstorming or discussions to activate prior knowledge. This makes learning meaningful and helps learners internalize new concepts more effectively.

e. How do you evaluate the effectiveness of your designed materials for language learning?

Mainly observations during use of the material to measure how well learners interact with it and complete the tasks. Using an observation protocol or rubric to document behavior and engagement is paramount. Direct observation captures practical strengths and weaknesses in real-time.

f. What feedback did you receive from peers or instructors, and how did you integrate it into your final design?

To Measure better and design the activities more focused on CEFR levels, to extent to which the materials address the intended goals. I decided to design a more flexible material that could be adapted to student needs like videos for instance. (Gamboa Mora, M. C. ., García Sandoval, Y. ., & Ahumada De La Rosa, V. del R. . 2017)

g. How did collaboration within your group (if applicable) affect the materials design process?

My influence in the group includes the motivation and creation of tasks like role-playing, games, group discussions, and real-world problem-solving to encourage active learning.

h. In what ways did the use of digital tools and platforms impact your material design?

It was constant due to the fact that I was teaching in a virtual environment. Digital tools make it easy to incorporate multimedia elements like videos, audio clips, and infographics, providing rich, multisensory experiences. It enhances comprehension and keep learners engaged, especially for visual learners.

References (APA Standards):

Ekström, O., & Zetterberg, E. (2019). Motivation through digital teaching in ESL.Abrir este documento utilizando ReadSpeaker docReader Diva-portal.org. https://www.diva-portal.org/smash/get/diva2:1397938/FULLTEXT01.pdf

Gamboa Mora, M. C. ., García Sandoval, Y. ., & Ahumada De La Rosa, V. del R. . (2017). Diseño de ambientes de enseñanza-aprendizaje: consideraciones con base en la PNL y los estilos de aprendizaje. Sello Editorial UNAD. https://doi.org/10.22490/9789586516112

Howard, J., & Major, J. (2004). Guidelines for Designing Effective English Language Teaching Materials. https://www.researchgate.net/publication/237476568_Guidelines_for_Designing_Effective_English_Language_Teaching_Materials

Pardo, A., & Téllez, M. (2009). ELT Materials: The Key to Fostering Effective Teaching and Learning Settings. https://revistas.unal.edu.co/index.php/profile/article/view/11449/36802

Strydom, A. (2017) The Effect of Virtual Learning Environments in an ESL Classroom: A case study.Abrir este documento utilizando ReadSpeaker docReader Ijicc.net. https://www.ijicc.net/images/vol3iss2/Alberti_Strydom_2017.pdf

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Chen, M., Mohammadi, M., & Izadpanah, S. (2024). Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners. Acta Psychologica, 247, 104318. https://www-scopus-com.bibliotecavirtual.unad.edu.co/record/display.uri?eid=2-s2.0-85192576737&origin=resultslist&sort=plf-f&src=s&sid=62b3787dbdd751bc78df9f9665cd5803&sot=b&sdt=b&s=TITLE-ABS-KEY%28technology+in+foreign+language+teaching*%29&sl=55&sessionSearchId=62b3787dbdd751bc78df9f9665cd5803&relpos=2

De la Rosa, A., & del Rosario, V. (2015). El éxito académico universitario desde la percepción de autonomía de los estudiantes https://doi.org/10.22490/9789586519618

Gonzalez-Vidal, T., & Moore, P. (2024). Technology-enhanced language and culture teaching in Chile: the perceptions and practices of in-service EFL teachers. Journal for Multicultural Education, 18(1/2), 25-37.https://www-scopus-com.bibliotecavirtual.unad.edu.co/record/display.uri?eid=2-s2.0-85182806648&origin=resultslist&sort=plf-f&src=s&sid=62b3787dbdd751bc78df9f9665cd5803&sot=b&sdt=b&s=TITLE-ABS-KEY%28technology+in+foreign+language+teaching*%29&sl=55&sessionSearchId=62b3787dbdd751bc78df9f9665cd5803&relpos=22

Menegale, M. (2024). Language teacher education as a two-way autonomy development process: Student teachers and teacher educators as learners. In Pedagogies for Autonomy in Language Teacher Education (pp. 80-96). Routledge.

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Ministerio de Educación Nacional (2020) Guía No. 30 Ser competente en tecnología: ¡una necesidad para el desarrollo!

https://www.mineducacion.gov.co/portal/men/Publicaciones/Guias/160915:Guia-No-30-Ser-competente-en-tecnologia-una-necesidad-para-el-desarrollo

Yang, L., & Li, R. (2024). ChatGPT for L2 learning: Current status and implications. System, 124, 103351. https://www-scopus-com.bibliotecavirtual.unad.edu.co/record/display.uri?eid=2-s2.0-85196739716&origin=resultslist&sort=plf-f&src=s&sid=62b3787dbdd751bc78df9f9665cd5803&sot=b&sdt=b&s=TITLE-ABS-KEY%28technology+in+foreign+language+teaching*%29&sl=55&sessionSearchId=62b3787dbdd751bc78df9f9665cd5803&relpos=1

Yu, X., Soto-Varela, R., & Gutiérrez-García, M. Á. (2024). How to Learn and Teach a Foreign Language through Computational Thinking: suggestions based on a systematic review. Thinking Skills and Creativity, 101517.

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Conclusion:

Interactive teaching materials play a crucial role in strengthening student learning in virtual language learning environments. By integrating web tools effectively, educators can create engaging and dynamic experiences that enhance student engagement and understanding. While there are some potential challenges to consider, the overall impact of interactive teaching materials is overwhelmingly positive. As technology continues to evolve, the possibilities for innovation in virtual language learning environments are endless.