ELI Teacher Snapshots - presented by ELI staff

ELI Teacher Snapshots

ELI staff

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EAP-PG: Critical thinking Le Nguyen and Ha Hoang Key features of EAP-PG Critical thinking in Receptive skills Critical thinking in Productive skills
00:00
EAP-PG Programme Modules Language development Academic writing Academic speaking Critical reading Critical listening Study and research skills
01:15
Key features of the EAP-PG
Key features of the EAP-PG Assessment is based on internal assessment tasks (moderated by colleagues) given during the course. 4 Academic speaking tasks: 10-minute seminar, a poster presentation, and 2 academic discussions 2 Critical reading tasks 2 Critical listening tasks 2 Academic writing tasks + 2 Research written reports
Key features of the EAP-PG Assessment is based on internal assessment tasks (moderated by colleagues) given during the course. 4 Academic speaking tasks: 10-minute seminar, a poster presentation, and 2 academic discussions 2 Critical reading tasks 2 Critical listening tasks 2 Academic writing tasks + 2 Research written reports students have multiple opportunities to receive feedback on progress throughout the course.
01:33 - 01:59
Fostering critical thinking
Fostering critical thinking - Critical thinking questionnaire in the orientation week
Fostering critical thinking - Critical thinking questionnaire in the orientation week - Fortnightly self-assessment of learning progress
Fostering critical thinking Critical thinking questionnaire in the orientation week - Fortnightly self-assessment of learning progress An exit questionnaire and reflections in the final week
Fostering critical thinking Critical thinking questionnaire in the orientation week Fortnightly self-assessment of learning progress - An exit questionnaire and reflections in the final week Demonstration of critical thinking in both learning and assessment tasks
02:25 - 03:04
Critical thinking in leaning: Receptive skills
Critical thinking in leaning: Receptive skills Level of thinking Examples 1. Know/Understand What do I remember from this text? 2. Summarise What does the author want me to have understood after I have read the text? 3. Apply How does my country or how does NZ compare to the country I have read about? Can I apply the framework in the text to another country I know about? 4. Analyse/Distinguish What are the different factors that affect WLB that I have read about, and can I classify them in meaningful ways? E.g., which are economic factors, and which are social factors? What is similar and what is different amongst the seven countries? What about NZ and my own country? 5. Synthesise What common issues exist in different countries that prevent the uptake of WLB provisions by employees? 6. Evaluate Which of the main ideas was most important in this text and why?
03:13 - 03:23
Critical thinking in assessment: Receptive skills Three parts:
Critical thinking in assessment: Receptive skills Three parts: Part 1 (in class): comprehension Part 2 (outside class): summary
Critical thinking in assessment: Receptive skills Three parts: Part 1 (in class): comprehension Part 2 (outside class): summary Part 3 (outside class): a critical response
Critical thinking in assessment: Receptive skills Three parts: Part 1 (in class): comprehension Part 2 (outside class): summary Part 3 (outside class): a critical response show one's stance on the issue
Critical thinking in assessment: Receptive skills Three parts: Part ] (in class): comprehension Part 2 (outside class): summary Part 3 (outside class): a critical response show one's stance on the issue integrate and evaluate ideas/evidence from various sources: the assigned text, theme texts, and the text of students' choice
Critical thinking in assessment: Receptive skills Three parts: Part 1 (in class): comprehension Part 2 (outside class): summary Part 3 (outside class): a critical response show one's stance on the issue integrate and evaluate ideas/evidence from various sources: the assigned text, theme texts, and the text of students' choice address strengths and weaknesses of precision, basis ,extent, consistency, or usefulness of something
04:45 - 05:27
Critical thinking in learning: Productive skills
Critical thinking in learning: Productive skills Level Examples and key words 1. Know e.g., define a term; describe a policy or issue; quote evidence from source material 2. Understand e.g., paraphrase/explain an issue in your own words; give examples to illustrate the issue; summarise information 3. Apply e.g., relate/transfer/use information in a new situation (e.g., show how a solution to a problem in one country could be applied in another) 4. Analyse e.g., classify ideas, evidence; distinguish between fact & inference; show relationships between items of evidence (e.g., compare/contrast) 5. Synthesise e.g., integrate ideas to create a new meaning, reorganize ideas, provide evidence to build an argument 6. Evaluate e.g., justify/prioritize/make judgments about the value of ideas and evidence (in order to defend/prove your position)
05:35 - 05:37
Critical thinking in assessment: Productive skills
Critical thinking in assessment: Productive skills Ownership of ideas and source interpretation:
Critical thinking in assessment: Productive skills Ownership of ideas and source interpretation: report information and relationships from sources distinguish own viewpoints from those of others analyse and evaluate ideas, opinions, and evidence from sources
Critical thinking in assessment: Productive skills Ownership of ideas and source interpretation: report information and relationships from sources distinguish own viewpoints from those of others analyse and evaluate ideas, opinions, and evidence from sources Relevance and credibility of ideas relevance of ideas to topic relevance of range of sources to ideas
Critical thinking in assessment: Productive skills Ownership of ideas and source interpretation: report information and relationships from sources distinguish own viewpoints from those of others analyse and evaluate ideas, opinions, and evidence from sources Relevance and credibility of ideas relevance of ideas to topic relevance of range of sources to ideas credibility of ideas (genre features, audience awareness, language)
06:32 - 06:40
To help EAP PG students with their future studies, teachers should get them to practise and demonstrate Critical thinking in both learning and assessment tasks.
07:31
08:26
Reflections Why did a student resort to using AI from my own for part of their source-based writing assignment? teaching What did it mean when a student said they had 'imitated' good writing practice and when practising their writing skills in their home country? study Why did it feel so intimidating to sign a university application form stating that 'I will not plagiarise'?
09:37
What are Plagiarism is intentional and some of the deliberate Students from Asian cultures are assumptions more likely to plagiarise because they don't understand the concept of about 'plagiarism' (Li & Flowerdew, 2022) Once students know that plagiarism is plagiarism? not acceptable and have been taught the skills to avoid it, they won't plagiarise again!
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Plagiarism is often unintentional; What does the 'patchwriting' allows for the development of citation skills literature say (Howard, 1995, Pecorari, 2003) Plagiarism is not condoned in cultures about these where it is stereotypically viewed as acceptable (Li & Flowerdew, 2018; assumptions? Phan Le Ha, 2006) The emphasis on rote learning in some cultures should not be confused with plagiarism (Li & Flowerdew, 2018; Phan Le Ha, 2006)
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Universities still focus on What else plagiarism prevention from a does the 'moralistic and regulatory' perspective rather than on an literature 'educative approach' (Li & Flowerdew, 2018; Pecorari, 2003) say? 'Learning to write from sources requires years, not weeks or months, of practice' (Li & Casanave, 2012)
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Writing using sources is a complex What does this skill which includes high-level tell us? reading ability Students need explicit instruction and support in their academic writing journey
13:19
Reflections from my own The student who resorted to using teaching AI for part of their source-based writing assignment. practice - what The student who said they had happened 'imitated' good writing when practising their writing skills in next? their home country
13:44
Li, Y., & Casanave, C. P. (2012). Two first-year students' strategies for writing from sources: Patchwriting or plagiarism? Journal of Second Language Writing, 21(2), 165-180. https://doi.org/10.1016/j.jslw.2012.03.002 Li, Y., & Flowerdew, J. (2018). What really is the relationship between plagiarism and culture? Some thoughts from the Chinese context. In Student Plagiarism in Higher Education (1st ed., References pp.140-156). Routledge. https://doi.org/10.4324/9781315166148-10 Li, Y., & Flowerdew, J. (2022). Chinese attitudes to plagiarism: A genre analysis of editorial statements on plagiarism cases (1950s-1960s). Ethics & Behavior, 0(0), 1-18. https://doi.org/10.1080/10508422.2022.2111307 Pecorari, D. (2003). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing, 12(4), 317-345. https://doi.org/10.1016/j.jslw.2003.08.004 Phan, L.H. (2006). Plagiarism and overseas students: Stereotypes again? ELT Journal, 60(1), 76-78. https://doi.org/10.1093/elt/cci085
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Focussing on emails: A peer review task (that seems to work Nicky Riddiford 1897 VICTORIA UNIVERSITY OF CAPITAL THINKING. GLOBALLY MINDED. WELLINGTON MALITEIHO KI TE PAE TE HERENGA WAKA
15:12
The Skilled Migrant Programme 7
15:23
Focus on pragmatics, prior to first email ranking task Analysis of authentic workplace interactions (LWP) - Context variables: status distance/ difference, level of familiarity, level of difficulty. Focus on language used in particular speech act An example from the LWP - Context - Kate is a manager in a government department. Brenda is her personal assistant. Kate would like Brenda to work late today. - Authentic conversation: / know this is a bit last minute Brenda, but do you think you could possibly stay later tonight? It's just that / need to get the agenda ready for tomorrow.
16:16
Peer review task Participants write an email in response to a context description and prompt. I collate all emails into one document, including one from me, removing names etc. Participants rank their classmates' emails 1-5 - Email conventions, language accuracy, tone Participants justify their ranking in class - Generates extensive discussion of language, tone, pragmatics, power distance culture of NZ, individualism.
17:22
Prompt - an example You want to ask your administrative assistant to re- format a document you are writing. Context: You have worked closely with your EA for several months Look at the following emails from your class members and rank the appropriateness of the language and tone on a scale of 1- 5. 5 means very appropriate and 1 means very inappropriate. Be prepared to justify your ranking in class. Source: Riddiford, N. & Newton, J. (2010). Workplace Talk in Action - An ESOL Resource. Wellington: School of Linguistics and Applied Language Studies, Victoria University of Wellington.
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How would you rank this email? And why? Discuss with someone nearby Need your assistance - Re-formatting Hi Helen, It's a busy day, isn't it? As I told you before I am working on a weekly report and I would like to ask about your help. I am just wondering if you would not mind re-formatting it for me? It would be really helpful as Boss really admires your style! Do you have any chance to do it tomorrow? Thank you smitha@gmail com Add Cc Add Bcc Request return receipt Subject hey Attach file Insert Invitation EVEL Plain Text had a apt today so couldnt go to class War was the homework? I attached my homework from the last class That )
19:43
22:31
Practising what I preach Using Quizlet to learn kupu Mãori Anna Dowling
23:20
Starting with Quizlet
Starting with Quizlet needed a system for vocab learning after a few classes Quizlet app Created a couple of sets
Starting with Quizlet needed a system for vocab learning after a few classes Quizlet app Created a couple of sets Used it on the bus often
Starting with Quizlet needed a system for vocab learning after a few classes Quizlet app Created a couple of sets Used it on the bus often Motivation increased
Starting with Quizlet needed a system for vocab learning after a few classes Quizlet app Created a couple of sets Used it on the bus often Motivation increased Created a new set each week
23:39 - 24:24
Ko wai to ingoa? What's your name? 2022 Me koe hoki? And yourself? 10 terms annadowl Teacher Te reo Mãori Week 1 introductions and te ao Mãori tku ingoa My name is 10 terms annadowl Teacher Te reo Mãori Pâtai Question WHS level 1 Week 2 greetings Kupu Word 12 terms annadowl Teacher Te reo Mãori WHS level 1 Week 3 numbers Kaitiakitanga guardianship Manaakitanga Generosity and hospitality Whakapapa Family and genealogy Mohiotanga Knowledge and understanding Whanaungatanga Connections and relationships
24:35
Ongoing use and experience
Ongoing use and experience Went in phases of regular practice then none
Ongoing use and experience Went in phases of regular practice then none Reinforced my awareness of importance of reviewing Went back to first sets - had forgotten a lot, but didn't take long to revise
Ongoing use and experience Went in phases of regular practice then none Reinforced my awareness of importance of reviewing Went back to first sets - had forgotten a lot, but didn't take long to revise Preferred some activities over others Found Quizlet SO effective!
Ongoing use and experience Went in phases of regular practice then none Reinforced my awareness of importance of reviewing Went back to first sets - had forgotten a lot, but didn't take long to revise Preferred some activities over others Found Quizlet SO effective! Shared my sets with teacher and classmates this year
Ongoing use and experience Went in phases of regular practice then none Reinforced my awareness of importance of reviewing Went back to first sets - had forgotten a lot, but didn't take long to revise Preferred some activities over others Found Quizlet SO effective! Shared my sets with teacher and classmates this year Encouraged my EAP students by talking about my experience
25:31 - 26:46
Woohoo! You set a new personal record! You finished in 8.4 seconds 8.4 S annadowl
27:20
ELTO student experience - ELI 2023 PowerPoint File Home Insert Design Transitions Animations Slide Show Review View Help Tell me what you want to do Layout Text Direction Shape Fill Find Copy Reset Align Text Shape Outline Replace Paste I U S Arrange Quick Format Painter Slide Section Convert to SmartArt Styles Shape Effects Select Clipboard Slides Font Paragraph Drawing Editing Sok ty Him mepaseuth SAYSANAV Mimi Pharith Heng ELTO student experience, 2020-2023 Connecting: people, culture, and does the internet work today? How a bill becomes law Edwards, T. (2022). Connecting online: How two years of (Emergency) Remote Teaching scholarship relates to an example course Zealand. TESOLANZ Journal, 30 [Special Edition], 44-56. Edwards, T. (2022). Teaching online: How has the New Zealand experience matched international experiences? KOTESOL Proceeding Edwards, T. (2023). Tracking Changes (Part 1). Modern English Teacher, 32(4), 79-81. (part 2 coming later this year) our bubbles share withings on our call Slide of 6 English (New Zealand) Notes Comments ELI seminar 202. AHJ 2 minute EL... Nicky ELI presen... AD ELI presentat.. LETT Reflecting on iss... ELTO student ex... ADATA UFD (I:) Save Document... Zoom 2023 ELI talk AJ....
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Averil Coxhead
29:55
rive 2023 ELI talk AJ.pptx Incognito Offshore English Language courses Angela Joe Online English for ASEAN: Peru 2024 Phase 1 12 weeks - part time study - 5-8 pm - 2 days a week Phase 2 4 months - meet monthly 4:41 PM ELI seminar 202.. AHJ 2 minute EL... Nicky ELI presen... AD ELI presentat.. Reflecting on iss... ELTO student ex... ADATA UFD (I:) Save Document.. Zoom 2023 ELI talk AJ.... 1) ENG 4/08/2023
30:41
2023 ELI talk AJ.pptx Incognito English for ASEAN: Lao PDR Lao government NZ government
2023 ELI talk AJ.pptx Incognito English for ASEAN: Lao PDR Lao government NZ government MoFA 4:41 PM ELI seminar 202... AHJ2 minute EL... 4 Nicky ELI presen... AD ELI presentat... Reflecting on iss... ELTO student ex... ADATA UFD (I:) Save Document... Zoom 2023 ELI talk AJ.... D ENG 4/08/2023
2023 ELI talk AJ.pptx Incognito English for ASEAN: Lao PDR Bangkok Post Lao government NZ government MoFA 4:41 PM ml ELI seminar 202... AHJ 2 minute EL... Nicky ELI presen... 2 AD ELI presentat.. Reflecting on iss... ELTO student ex... ADATA UFD (I:) Save Document.. Zoom 2023 ELI talk AJ.... izo D ENG 4/08/2023
2023 ELI talk AJ.pptx Incognito English for ASEAN: Lao PDR Bangkok Post Lao government NZ government MoFA MFAT 4:41 PM ELI seminar 202 AHJ 2 minute EL... Nicky ELI presen... AD ELI presentat.. Reflecting on iss... ELTO student ex... ADATA UFD (I:) Save Document... Zoom 2023 ELI talk AJ.... Z O i ENG 4/08/2023
2023 ELI talk AJ.pptx Incognito English for ASEAN: Lao PDR Bangkok Post Lao government NZ government MoFA MFAT 4:41 PM ELI seminar 202... AHJ 2 minute EL... 3 Nicky ELI presen... AD ELI presentat... Reflecting on iss... ELTO student ex... ADATA UFD (I:) Save Document... Zoom 2023 ELI talk AJ.... 4/08/2023
2023 ELI talk AJ.pptx Incognit English for ASEAN: Lao PDR Bangkok Post Lao government NZ government MoFA MFAT 4:42 PM ELI seminar 202.. AHJ 2 minute EL... LT Nicky ELI presen... 17th AD ELI presentat... Reflecting on iss... ELTO student ex... ADATA UFD (I:) Save Document... Zoom 2023 ELI talk AJ.... 4/08/2023
2023 ELI talk AJ.pptx Incognito English for ASEAN: Lao PDR Bangkok Post Lao government NZ government MoFA MFAT ASEAN 4:42 PM ELI seminar 202... AHJ 2 minute EL... Nicky ELI presen... LIVI AD ELI presentat... 1911 Reflecting on iss... ELTO student ex... ADATA UFD (I:) Save Document... Zoom 2023 ELI talk AJ.... 4/08/2023
2023 ELI talk AJ.pptx Incogni English for ASEAN: Lao PDR Bangkok Post Lao government NZ government MoFA MFAT ASEAN 4:42 PM ELI seminar 202. AHJ 2 minute EL... Nicky ELI presen... AD ELI presentat... Reflecting on iss.. ELTO student ex... ADATA UFD (I:) Save Document.. Zoom 2023 ELI talk AJ.... 4/08/202
2023 ELI talk AJ.pptx 00 Incognit English for ASEAN: Lao PDR Bangkok Post Lao government NZ government MoFA MFAT ASEAN seminar 202 AHI2 minute El Nicky ELL present 3 AD ELI presentati 9 Reflecting on iss. 9 ELTO student ex. ADATA UED (I:) Save Document. Zoom 2023 ELL talk AL... 4:43 PM
2023 ELI talk AJ.pptx Incognito English for ASEAN: Lao PDR Bangkok Post Lao government NZ government MoFA MFAT ASEAN 4:43 PM ELI seminar 202... AHJ 2 minute EL... Nicky ELI presen... AD ELI presentat... Reflecting on iss... ELTO student ex... ADATA UFD (I:) Save Document... Zoom 2023 ELI talk AJ.... 4/08/2023
30:52 - 33:06
NZELTO Asia NZ English Language Training for Officials Alison Hamilton-Jenkins
34:16
NZELTO Asia 1991-2023 (& beyond) Over 2000 alumni 55 intakes completed Cambodia, Indonesia, Lao PDR, Mongolia, Timor-Leste and Vietnam Different themes
34:37
Main goals Improve their English skills generally and in relation to their work. We focus on speaking and writing. Develop skills and knowledge relevant to the course theme. Build connections with Aotearoa New Zealanders and other participants.
35:07
Stakeholders MFAT NZ embassies Coordinating ministries In-country subcontractors Education NZ Wellington Uni-Professional English Language Institute
35:27
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Changes to the ELTO programme Pre-Covid Now - a multi touch approach 20 weeks 13 weeks 7 weeks in Napier and Stage 1: Pre-programme meetings Nelson (regional Stage 2: ELI English language training (13 weeks) institutes) Stage 3: In-country workplace project 13 weeks in Wellington Stage 4: Conference in Thailand (4 days, once a (ELI) year)
36:53
The ELI programme (13 weeks) Language learning Stage 2 Intercultural communication ELI English language New Zealand content training Good governance The course theme Presentation & research skills Workplace communication & visits Exploring Wellington & NZ Conversation partners Workplace project Field trip IELTS
37:42
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ELTO student experience, 2020-2023 Students: 2019 - 2020 2019 2020
ELTO student experience, 2020-2023 Students: 2019 - 2020 - 2019 an opportunity to meet different conversation partners, so going outside with them and talking with them. It give me how people...are working or spending their time, etc" "...my host family hold a party for us to show that we are together as one family even though we are come from different countr "Kiwi like to eat breakfast like Weetbix" "...that was a great opportunity for me to learn how the New Zealand meteorologist work in the office" 2020
ELTO student experience, 2020-2023 Students: 2019 - 2020 2019 "I had an opportunity to meet different conversation partners, so going outside with them and talking with them. It give me how people are working or spending their time, etc" "...my host family hold a party for us to show that we are together as one family even though we are come from different country" "Kiwi like to eat breakfast like Weetbix" "...that was a great opportunity for me to learn how the New Zealand meteorologist work in the office" 2020 "[The teacher] gave us the opportunity to meet MPI or staff from the parliament by zoom. I think if I had chance to meet face-to- face it would be better than by zoom" "I really want face-to-face meetings and that's much better than online it is not very clearly condition" "I am so lucky because my conversation buddy is very close to me but some of the other people during the lockdown they didn't meet their conversation partner at all and some of them, and they only text" If we talked about the interesting things, we just forget about we interact by Zoom because we enjoy the conversation. But for the learning, the Zoom is quite not good but is really better than nothing". "This is my regret about during the time in New Zealand I want to come to touch the real snow and discover the beautiful landscape in New Zealand" "I can learn some new techniques from this classes in this covid conditions I think maintaining the online course is the best solution for us. I think all of us tried to adapt with this"
40:41 - 41:16
ELTO student experience, 2020-2023 Connecting: people, culture, and does the internet work today? Students: 2021-2022 (planned online) ELTO Alumni 2021-2022: Still only 28% with no tech problems
ELTO student experience, 2020-2023 Connecting: people, culture, and does the internet work today? Students: 2021-2022 (planned online) ELTO Alumni 2021-2022: Still only 28% with no tech problems "For the experience and knowledge that I gained from this program absolutely transform my mundane existence into something more intriguing." "For me this course was useful for me to improve my knowledge about Leadership and practice my English-speaking" "The course gave me the courage to speak English and certainly made me more confidence in workplace to communicate with partners from other country when we held a zoom meeting." "The best part of this course is being able to interact with other ELTO alumni as well as share insights with the community and institutions It is a golden opportunity to maintain relationship "
ELTO student experience, 2020-2023 Connecting: people, culture, and does the internet work today? Students: 2021-2022 (planned online) ELTO Alumni 2021-2022: Still only 28% with no tech problems "For the experience and knowledge that I gained from this program absolutely transform my mundane existence into something more intriguing." "For me this course was useful for me to improve my knowledge about Leadership and practice my English-speaking" "The course gave me the courage to speak English and certainly made me more confidence in workplace to communicate with partners from other country when we held a zoom meeting." "The best part of this course is being able to interact with other ELTO alumni as well as share insights with the community and institutions It is a golden opportunity to maintain relationship " "It is unfortunate that we cannot do it offline in New Zealand, but I consider that this course is successfully delivered even through online learning." "Online might be have problem on internet, our student try our best to participate on class." "For the online programme only some people have got the conversation partner, so not all of our group's member have."
42:04 - 43:13
ELTO student experience, 2020-2023 Students: 2023 (and beyond?) Online IRL field trip to NZ: "A lot of classmates comment that what they like most in the field trip they Choose the Mãori village" "I think joining class directly [face-to-face] is very important and is benefit to me. it's easy that we could not worry about the connection anymore, we could not worry about the computer problem, and I think communicate directly, face-to-face, is more better than online course." "When we in New Zealand we really had a good time with our friends from Vietnam, Cambodia, and Laos. Every night we manage to gathering share our foods, so we can learn how their custom like what is their favourite meals and how they interact with each other. So that makes us understanding them better." Full f-2-f cohort in NZ
ELTO student experience, 2020-2023 Students: 2023 (and beyond?) Online IRL field trip to NZ: "A lot of classmates comment that what they like most in the field trip they Choose the Mãori village" "I think joining class directly [face-to-face] is very important and is benefit to me. it's easy that we could not worry about the connection anymore, we could not worry about the computer problem, and I think communicate directly, face-to-face, is more better than online course." "When we in New Zealand we really had a good time with our friends from Vietnam, Cambodia, and Laos. Every night we manage to gathering share our foods, so we can learn how their custom like what is their favourite meals and how they interact with each other. So that makes us understanding them better." Full f-2-f cohort in NZ "My conversation partner have broadened my mind and helped me have an objective look. Sometimes, going out with other friends from different countries and having small talks are also good ideas to gain knowledge and experiences through cultures." went to listen to jazz music. I don't know how to get there. I wait waited at bus stop and I met a woman. I asked if she could help me and she said 'no worry I can help you'. Just the first time I had met her." "In parliament when we visit they have a poster [protesters]. In my country the government won't allow to do that." "I have learned about Indonesian culture because my roommate is Indonesian." "I'm interested in Mãori culture but we don't have much time for exploring Mãori culture here."
43:26 - 43:46
Themes
Themes Online learning, including language can be done effectively online
Themes Online learning, including language can be done effectively online Most effectively with proper planning, equipment, and skills. (something > nothing)
Themes Online learning, including language can be done effectively online Most effectively with proper planning, equipment, and skills. (something > nothing) Even more effectively when done by choice. (something > nothing)
Themes Online learning, including language can be done effectively online Most effectively with proper planning, equipment, and skills. (something > nothing) Even more effectively when done by choice. (something > nothing) Developing cultural knowledge and interpersonal relationships can also be done online, but very much more effectively face-to-face.
Themes Online learning, including language can be done effectively online Most effectively with proper planning, equipment, and skills. (something > nothing) Even more effectively when done by choice. (something > nothing) Developing cultural knowledge and interpersonal relationships can also be done online, but very much more effectively face-to-face. Online learning suits some contexts and individuals and there is a need for it..
Themes Online learning, including language can be done effectively online Most effectively with proper planning, equipment, and skills. (something > nothing) Even more effectively when done by choice. (something > nothing) Developing cultural knowledge and interpersonal relationships can also be done online, but very much more effectively face-to-face. Online learning suits some contexts and individuals and there is a need for it... but the majority of people prefer, especially interactive programmes, to be done face-to-face where possible.
Themes Online learning, including language can be done effectively online Most effectively with proper planning, equipment, and skills. (something > nothing) Even more effectively when done by choice. (something > nothing) Developing cultural knowledge and interpersonal relationships can also be done online, but very much more effectively face-to-face. Online learning suits some contexts and individuals and there is a need for it.. but the majority of people prefer, especially interactive programmes, to be done face-to-face where possible. However, we have seen students and teachers developing new skills
Themes Online learning, including language can be done effectively online Most effectively with proper planning, equipment, and skills. (something > nothing) Even more effectively when done by choice. (something > nothing) Developing cultural knowledge and interpersonal relationships can also be done online, but very much more effectively face-to-face. Online learning suits some contexts and individuals and there is a need for it.. but the majority of people prefer, especially interactive programmes, to be done face-to-face where possible. However, we have seen students and teachers developing new skills Institutions encouraged to keep up with innovation, staff training, and resilience planning including having a diversity of offerings and
Themes Online learning, including language can be done effectively online Most effectively with proper planning, equipment, and skills. (something > nothing) Even more effectively when done by choice. (something > nothing) Developing cultural knowledge and interpersonal relationships can also be done online, but very much more effectively face-to-face. Online learning suits some contexts and individuals and there is a need for it... but the majority of people prefer, especially interactive programmes, to be done face-to-face where possible. However, we have seen students and teachers developing new skills Institutions encouraged to keep up with innovation, staff training, and resilience planning including having a diversity of offerings and and does the internet work today?
44:12 - 45:20
ELTO student experience, 2020-2023 Other sources finding similar are myriad. Small selection: British Council. (2021). Remote teaching tips. https://www.teachingenglish.org.uk/article/remote-teaching-tips Bryson, E. (2021). The what and how of teaching digital skills online. Modern English Teacher, 30 (2). 57-59. Chan, R. Y., Bitsa, K., & Allen, R. M. (Eds.). (2021). Online teaching and learning in higher education during COVID-19: International perspectives and experiences. Routledge. Douglass, J. [CSHE Berkeley] (2020, June 18). Being a Student during the Pandemic [Video file]. Retrieved from https://www.youtube.com/watch?v=WGUaAuWdS50 EA - English Australia. (2022) Guide to good practice in online ELICOS delivery. https://www.englishaustralia.com.au/documents/item/1497 Hertz, B. (2022). Guidelines for teaching and learning online as part of the "new normal." European Schoolnet. http://www.eun.org/resources/detail?publicationID=2161 Kern, N., & Smith, Z. (2020). Online pre-sessional courses for university. English Teaching Professional, 131 44-46. King, M. (2022, February). How COVID has changed us: Professional, technological, and emotional development in the TESOL world [Paper presentation]. The 19th Annual CamTESOL Conference on English Language Teaching. Online/Phnom Penh, Cambodia. Marshall, S. J. (2018). Shaping the university of the future: Using technology to catalyse change in university learning and teaching. Springer Nature. McCurrach, D. (2022). CALL after COVID: Asynchronous e-learning in higher education. KOTESOL Proceedings, 2022, 283-291. Moore, S., Trust, T., Lockee, B., Bond, A., & Hodges, C. (2021). One year later and counting: Reflections on emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2021/11/one-year-later-and-counting-reflections-on-emergency-remote-teaching-and-online-learning Padilla Rodríguez, B.C., Armellini, A., & Traxler, J. (2021). The forgotten ones: How rural teachers in Mexico are facing the COVID-19 pandemic. Online Learning, 25(1), 253-268. https://doi.org/10.24059/olj.v25i1.2453 Patulny, R., & Bower, M. (2022). Beware the "loneliness gap"? Examining emerging inequalities and long-term risks of loneliness and isolation emerging from COVID-19. Australian Journal of Social Issues, 00, 1-22. https://doi.org/10.1002/ajs4.223 Rasiah, R., Kaur, H., & Guptan, V. (2020). Business Continuity Plan in the Higher Education Industry: University Students' Perceptions of the Effectiveness of Academic Continuity Plans during Covid-19 Pandemic. Applied System Innovation, 51 (3). doi:10.3390/asi3040051 and www.mdpi.com/journal/asi Thornburg, A. W., Ceglie, R. J., & Abernathy, D. F. (Eds.). (2021). Handbook of research on lessons learned from transitioning to virtual classrooms during a pandemic. IGI Global. VUW. (2022). Course delivery preference. Victoria University of Wellington. https://www.wgtn.ac.nz/ data/assets/pdf file/0009/1992744/course-delivery-survey-results.pdf Wong, J. (2020). ELT in the Time of the Coronavirus 2020: Introductory Remarks. International Journal of TESOL Studies, 2(2), 1-3. https://doi.org/10.46451/ijts.2020.09.01
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LALS Seminar Series
Linguistics and Applied Language Studies (Victoria University of Wellington)
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E. staff (2023, August 4), ELI Teacher Snapshots
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doi.org/10.52843/cassyni.plylfx
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Video length 47:51
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