Reflection on English Central

English Central is an absolutely amazing programme which allows language learners with many great opportunities to develop their language skills of listening,writing,speaking or reading.It can used used in input-providing tasks and also output-prompting tasks. I would say it takes its basic principles from Constructivism because it is mostly student-centered and students constuct their own new or "unknown" knowledge by themselves or with teachers scafolding.In a sense, it can be said that students use their old or previously learned knowledge and relate them to their new knowledge to understand the text or new vocabulary items. The usage of this programme can be adjusted according to the context, methodolgy and also instuctional principles but personally I would adopt a constructivist approach to use this programme. It is different from traditional teaching methdos which are generally teacher-centered and not integrating technologgy into the classroom. I would definetely recommend this programme to my students to give them a chance to develop their language development by assisgning them some parts as homeworks so that they can see the benefits of it by themselves.

Change of pedagogy for technology

"There is no longer a four-walled classroom," says Dr Cecilia Goria,which is I totaly agree.Technology changes the concept of time and place of people,which also affects the classroom environment and educational setting. As I mentioned in my previous blog post, there is going to be an obvious gap between students and teachers if teachers don't adjust their instuctional principles and techniques accordingly. As it is stated in the The Guardian by Russell Stannard: "Language development is around four skills – reading, writing, speaking and listening – and all of those are facilitated by technology. There's a very strong link between the affordances of technology and the type of things we're trying to do as teachers." I totally advocate this statement as technology forms a brigde between the social world around us and academic world. Students can use technology to gain knowledge anywhere and anytime they like due to technology. Technology can be used to visualize or voice things, which is very beneficial in language learning. For example, video programmes such as Animoto and Powtoon can be used to make subject matter more effective. I believe many cognitivist teachers should advocate this kind of programmes as they contribute to student's retention process.Also,technology can be used in vocabulary learning. Students can faciliate their vocabulary learning process by just using colorful or voiced materials assigned by their teachers or they can find those materials by themselves. Overall, I am strongly recommending to my peers to integrate technology to their instructional principles and teaching methodology to catch up with students' technological world.

What kind of teacher are you?

https://apps.facebook.com/wkotay_quiz/ I tried this test and got an eagle saying "You spend time creating attractive worksheets/flipcharts and exploit visual aids to the full in your classes." I believe this reflects me as I love using worksheets and visual aids. Visual aids helps students to remember facts more easily.

'Digital Natives' and 'Digital Immigrants'

As Prensky stated, I personally believe that there is a gap between 'Digital Natives' who are students and 'Digital Immigrants' who are teachers. As far as I can reflect on my own experience, I can trace the gap between ourselves (as students) and teacher because the way we are raised is different from their way of being brought up. Nowadays, students are actively engaged in technology and it may be true to say that technology becomes a component part of their lives so their way of thinking and perceiving things or information is changed. It also affects the communication and interaction among themselves(students) and between teahers. For example when we think about Twitter,surely,which is one of the applications that core of the social media, all students are engaged in it. As a result their way of thinking change beacause it is limited; students need to express their ideas in 140 characters, which may make them so lazy to read long academic texts. They are fond of short and concrete information because of social media habits.Hence, students may have difficulties regarding this aspect of the problem. Teachers may be unaware of this division or may be it isn't so visible but they need to adapt themselves and their teaching styles. Personally, I believe technology should be integrated into instruction more to overcome these problems and students attention and language or social media habits are solved.

RESEARCH QUESTION-How are errors viewed in language learning ?

Making errors is an inevitable part of language learning. Through errors learners learn the correct forms, meaning and functions, which makes errors as a natural outcome of development of communication skills. Leaners engage in various different language tasks and contexts which create a possible place that students make different types of mistakes.Caleb Gattegno, who is the founder of silent way, stated that errors are inevitable and are signs that learners are actively testing their hypothesis.(Gattegno,C; 1972) I choose this exploratory question for my research because I am really curious about how errors should be treated and turning error making process into a more positive process for further learning. As a language learner of English for 12 years and currently language learner of French, I want to delve further into my own beliefs about errors to become an humanist prospective teacher. I believe students learning depends on affective factors and emotional factors as it is stated by Gattegno.(Gattegno,1976).Curran,who is founder of Community Language Leaning, also states that learners have some fears such as that they will appear foolish by making mistakes. Hence, it concluded that correction of errors plays a fundamental role in student’s attitude towards learning and language. Teacher’s response to errors should be carried out very carefully. There are many ways of correcting errors. I noticed teachers can encourage students to self-correction while other teachers corrects errors by recasting or reformulating,grammar drills or exercises,giving inductive or deductive explanation in a non-defensive and gentle manner when analyze how methods empowers teachers to correct errors in Larsen-Freeman’s book (Techniques and Principles in Language Teaching. The ultimate conclusion I reached is that teachers is motivated by their certain beliefs and apply these beliefs to principles. Principles construct their actions and it affects how they correct the errors.