About Me

Hello !!!
     and welcome to the blog for English langguage learning. My name is Patcharee Chiwbunchu. My nickname is "Bongju". I was born 30 August 1990. I am 20 years old. I am studing English Of  Faculty of Education at Nakhon Si Thammarat Rajabhat University. My student code 5211114066. I like sing a song and read books. I hope to have a good time with you.

"Article about blog in ELT" ^___^

“Benefits of using in Blogs ELT Classroom”

    Nowadays, blogs can also display photos and some people are using them with audio and even video, but this article will concentrate on the basics, showing how a simple text-based blog can be used to great effect with your English language learners.

Types of blogs used in language teachingAaron Campbell (2003) has outlined three types of blogs for use with language classes:

• The Tutor Blog is run by the teacher of a class. The content of this type of blog can be limited to syllabus, course information, homework, assignments, etc. Or the teacher may choose to write about his or her life, sharing reflections about the local culture, target culture and language to stimulate online and in-class discussion. In this type of blog, students are normally restricted to being able to write comments to the teacher's posts. A great example of this is Aaron Campbell's own 'The New Tanuki' http://thenewtanuki.blogspot.com/

• The Class Blog is a shared space, with teacher and students being able to write to the main area. It is best used as a collaborative discussion space, an extra-curricular extension of the classroom. Students can be encouraged to reflect in more depth, in writing, on themes touched upon in class. Students are given a greater sense of freedom and involvement than with the tutor blog. A very good example of what has been done with this type of blog is Barbara Dieu's 'Bee Online' http://beeonline.blogspot.com/) and 'Bee Online 2' http://beeonline2.blogspot.com/

• The Learner Blog is the third type of blog and it requires more time and effort from the teacher to both set up and moderate, but is probably the most rewarding. It involves giving each student an individual blog. The benefit of this is that this becomes the student's own personal online space. Students can be encouraged to write frequently about what interests them, and can post comments on other students' blogs. For examples, see the links to learner blogs from the class blog and tutor blog examples above.

Of course, teachers who decide to use blogs often use a combination of Tutor or Class blog and Learner blogs, with hyperlinks connecting them.

Why blog?So, why should you blog with your students? There are many reasons why you may choose to use weblogs with students. One of the best reasons is to provide a real audience for student writing. Usually, the teacher is the only person who reads student writing, and the focus of this reading is usually on form, not content. With weblogs, students can find themselves writing for a real audience that, apart from the teacher, may include their peers, students from other classes, or even other countries, their parents, and potentially anyone with access to the Internet.

Here are some other reasons for using blogs:

• To provide extra reading practice for students.
  This reading can be produced by the teacher, other students in the same class, or, in the case of comments posted to a blog, by people from all over the world.

• As online student learner journals that can be read by their peers.
  The value of using learner journals has been well documented. Usually they are private channels between teacher and student. Using a blog as a learner journal can increase the audience.

• To guide students to online resources appropriate for their level.
  The Internet has a bewildering array of resources that are potentially useful for your students. The problem is finding and directing your learners to them. For this reason, you can use your tutor blog as a portal for your learners.

• To increase the sense of community in a class.
  A class blog can help foster a feeling of community between the members of a class, especially if learners are sharing information about themselves and their interests, and are responding to what other students are writing.

• To encourage shy students to participate.
  There is evidence to suggest that students who are quiet in class can find their voice when given the opportunity to express themselves in a blog.

• To stimulate out-of-class discussion.
  A blog can be an ideal space for pre-class or post-class discussion. And what students write about in the blog can also be used to promote discussion in class.

• To encourage a process-writing approach. Because students are writing for publication, they are usually more concerned about getting things right, and usually understand the value of rewriting more than if the only audience for their written work is the teacher.

• As an online portfolio of student written work.
  There is much to be gained from students keeping a portfolio of their work. One example is the ease at which learners can return to previous written work and evaluate the progress they have made during a course.

• To help build a closer relationship between students in large classes.
  Sometimes students in large classes can spend all year studying with the same people without getting to know them well. A blog is another tool that can help bring students together.

Where to start
There are lots of sites where you can set up a blog for free, but perhaps the best known and one of the most reliable and simple blogging tools to use with students is Blogger (http://blogger.com). It takes only fifteen minutes from setting up an account to publishing the first post using this valuable tool.

The teacher sets up the tutor blog or a class blog. With a Class blog, students will need to be invited to participate by e-mail. Learner blog accounts can either be set up beforehand by the teacher, or done at the same time with a whole class in a computer room. The former gives the teacher more control of student accounts, but some advantages of the latter is that learners are given more choice (of username, design of the blog, etc) and a greater sense of 'ownership' of their new virtual writing space.

Tips for managing learner blog settings

• Use the 'Settings' in Blogger to add yourself (under Members) as Administrator of the learner blog. This is invaluable if students later forget usernames or passwords, and can also help if inappropriate posts are published

• Make sure you change the setting and turn the 'Comments' feature on. This will allow the others to respond to things the students write on their learner blogs.

• Also in 'Settings', you will find an option to receive an email whenever a student publishes their blog. This will save you time regularly checking learner blogs to see if any of your students have posted. Another way of being informed of this is to use the 'Site Feed' function (discussed further below).

Keeping students interested     Many teachers who start to use blogs find the novelty factor is enough to create student interest in starting to use them. However, blogs work best when learners get into the habit of using them. If learners are not encouraged to post to their blogs frequently, then they can quickly be abandoned. A failed

experiment. Here, the teacher in the role of facilitator is vital for maintaining student interest. Here are some ideas to how this can be done:

• Respond to student posts quickly, writing a short comment related to the content. Ask questions about what the learner writes to create stimulus for writing.

• Students should be actively encouraged to read and respond (through the commenting feature of the blog) to their classmates.

• Writing to the blog could be required, and it may form part of the class assessment. Students should be encouraged to post their writing homework on the blog instead of only giving it to the teacher.

Some ideas for activities

• Mystery guest. Invite another teacher or someone from another school or country as a mystery guest to your blog. Ask the students to engage him or her in dialogue and guess their identity.

• Project work. A blog is an ideal space for developing a project, especially if the project is a shared one between several classes or even classes in different countries.

• International link-ups. Contact another educational establishment to see if they are interested in a joint blogging project. Students can write about their lives, culture, interests, etc, and be encouraged to read about the other class and respond by writing comments.

• Photoblog. If you plan on using photographs in your blog, there are lots of tools available to help you. Flickr (http://www.flickr.com) makes publishing photographs to blogs easy. If you want to make photographs central to the blog, however, it is better to use a blogging tool such as Buzznet (http://www.buzznet.com), which is a photo publishing tool and blog rolled into one.

Advanced feature
The easiest way to keep track of a lot of learner blogs is to use the 'Site Feed' feature. You will need to use another piece of software called a newsreader or aggregator to read site feeds. Using a newsreader means your e-mail in-box won't become cluttered with posted messages from students publishing their weblogs. One of the most popular, free web-based newsreaders is Bloglines http://www.bloglines.com.

Further reading
Blog-efl. My own blog with information and comments for teachers of EFL/ESL interested in using blogs http://blog-efl.blogspot.com
'Weblogs for use with ESL classes' Campbell AP (2003) http://iteslj.org/Techniques/Campbell-Weblogs.html
http://www.teachingenglish.org.uk/articles/blogging-elt

“My learning reflection on lesson” ^___^

      For these class, I earned and receieved from Computer Application for English Teaching. In first week of learning, I knew about multimedia teachnology such a Globalizations today from teacher changed opinions with my friends together. And what I learned and received from the other week is as follows…
     
     1. List computer you have used in your study. What are the  the used for?
For me, the lists of computer technology that I used in my study are:
> All of microsoft office programs used to do my assignment.
> Websites and internet used to search about information for my assignment.
> E-learning from the internet to learn a lot.
> E-book used to learn and read many articles.
    
      2. List your favorite website. How often do you use them? What can you learn fro those website?
      These are the lists my favorite websites for me :
>  http://www.youtube.com  to learn English from many videos such as songs, communication and movies
> http//www.facebook.com to share my  opinion to other peaple and have to conversation with foreigners
> http://www.hotmail.com/ to send information to other peaple
     
      3. what computer technology will you use in your classroom? Why?
> blogger to share information, opinion and learn from other peaple
> videos to learn and they are tools to teach the innovative and effective
Then I learned new abbreviations such as:
ESOL= English for Speakers of Other Language
TESOL= Teaching Engllish to Speakers of Other Language
TESOL= English Language Learner
PDF= Portable Document Format
      In addition, I have to learned about  multimedia technology in English teaching from articles for examples:

“On the Problems and Strategies of Multimedia Tenology in English Teaching”
      It is written by Jun Su that she tell us about ploblems in using teachnology and how to solve them in the ESL classroom. For examples…..

·         The Beauty of Courseware Is not the Sole Pursuit

·         The Computer Screen can’t Substitute the Blackboard

·         PowerPoint can not Take the Place of student’s Thinking and Practies Traditional Teaching instruments and Devices not be Overlooked

·         Multimedia Technology should not be Overused

And the last one is………

“Thinking on the Application of Mutimedia into College Teaching”

    
      It tells us about usefulness and harmless of things using technology in ESL Classroom. How to use it corecly appropriately to objective of the course… teachers should concern on thish thig!!
After that I learn or about of computer programs that can help in EFL Classroom and they are……..

·         Mindjet Mind Manager Pro7

·         Greating Blog in http://www.blogger.com/

·         Adove Captivate4 Program

“Exercise” ^___^

acronyms

Directions: Find words or phrases standing for the following acronyms with short descriptions.

1.  IT           

 “Information Technology”  

2.  ICT         

 “Information and Communication Technology.”

3.  CAI           

“Computer-assisted instruction” 

4.  CALL       

 “Computer Assisted Language Learning (CALL)”

5.  WBI          

“Web-based Instruction”

6.  CBI         

 “Computer-Based Learning”

7.  CMC        

“Computer-Mediated Communication”

8.  TELL      

            “Technology-Enhanced Language Learning”

9.  MUD       

 “multi-user domain”

10.     MOO      

“object oriented”

Directions: Describe the following terms.

1.  Synchronous Tools

       Synchronous tools enable real-time communication and collaboration in a "same time-different place" mode. These tools allow people to connect at a single point in time, at the same time. Synchronous tools possess the advantage of being able to engage people instantly and at the same point in time. The primary drawback of synchronous tools is that, by definition, they require same-time participation -different time zones and conflicting schedules can create communication challenges. In addition, they tend to be costly and may require significant bandwidth to be efficient.

2. Asynchronous Tool

          Asynchronous tools enable communication and collaboration over a period of time through a "different time-different place" mode. These tools allow people to connect together at each person's own convenience and own schedule. Asynchronous tools are useful for sustaining dialogue and collaboration over a period of time and providing people with resources and information that are instantly accessible, day or night. Asynchronous tools possess the advantage of being able to involve people from multiple time zones. In addition, asynchronous tools are helpful in capturing the history of the interactions of a group, allowing for collective knowledge to be more easily shared and distributed. The primary drawback of asynchronous technologies is that they require some discipline to use when used for ongoing communities of

          
Reference

http://www.asaecenter.org/Resources/articledetail.cfm?itemnumber=1357