Using technology to promote learner autonomy and good study habits

Содержание

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Slides and materials:

vk.com/olyaelt

Slides and materials: vk.com/olyaelt

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Successful learners: what makes them successful?

Successful learners: what makes them successful?

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autonomy
study strategies
goals

Successful learners: what makes them successful?

autonomy study strategies goals Successful learners: what makes them successful?

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Unsuccessful learner – why?

autonomy
study strategies
goals

Unsuccessful learner – why? autonomy study strategies goals

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What does it mean ‘to get to B2’?

What does it mean ‘to

What does it mean ‘to get to B2’? What does it mean ‘to get to B2’?
get to B2’?

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Unsuccessful learner – why?

autonomy
study strategies
goals

Unsuccessful learner – why? autonomy study strategies goals

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What does it mean ‘to get to B2’?

What does it mean ‘to get to B2’?

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What does it mean ‘to get to B2’?

What does it mean ‘to get to B2’?

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https://www.cambridgeenglish.org/images/168619-assessing-speaking-performance-at-level-b2.pdf

Cambridge English: Assessing speaking performance at level B2

https://www.cambridgeenglish.org/images/168619-assessing-speaking-performance-at-level-b2.pdf Cambridge English: Assessing speaking performance at level B2

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Provide the learners with an ‘out-of-class learning’ menu – a list of

Provide the learners with an ‘out-of-class learning’ menu – a list of
resources and activities they can do on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a month.

What we did initially:

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Provide the learners with an ‘out-of-class learning’ menu – a list of

Provide the learners with an ‘out-of-class learning’ menu – a list of
resources and activities they can do on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a month.

What we did initially:

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Provide the learners with an ‘out-of-class learning’ menu – a list of

Provide the learners with an ‘out-of-class learning’ menu – a list of
resources and activities they can do on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a month.

What we did initially:

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Provide the learners with an ‘out-of-class learning’ menu – a list of

Provide the learners with an ‘out-of-class learning’ menu – a list of
resources and activities they can do on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a month week.

What we did initially:

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Provide the learners with an ‘out-of-class learning’ menu – a list of

Provide the learners with an ‘out-of-class learning’ menu – a list of
resources and activities they can do on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a month week.

What we did initially:

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Provide the learners with an ‘out-of-class learning’ menu – a list of

Provide the learners with an ‘out-of-class learning’ menu – a list of
resources and activities they can do on their own.
Ask them to keep a diary. Provide them with examples of a diary. Alternative: only sharing, no diaries.
Follow up on their out-of-class work around once a month week.

What we did initially:

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Provide the learners with an ‘out-of-class learning’ menu – a list of

Provide the learners with an ‘out-of-class learning’ menu – a list of
resources and activities they can do on their own.
Ask them to keep a diary. Provide them with examples of a diary. Alternative: only sharing, no diaries.
Follow up on their out-of-class work around once a month week.

What we did initially:

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Provide the learners with an ‘out-of-class learning’ menu – a list of

Provide the learners with an ‘out-of-class learning’ menu – a list of
resources and activities they can do on their own. Demonstrate.
Ask them to keep a diary. Provide them with examples of a diary. Alternative: only sharing, no diaries.
Follow up on their out-of-class work around once a month week.

What I do now:

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What helps to sustain motivation?

What helps to sustain motivation?

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What helps to sustain motivation?

…encourage your students to make ‘to-do’ lists, to

What helps to sustain motivation? …encourage your students to make ‘to-do’ lists,
chip away at their goals, and reward themselves for each goal accomplished.

Rachael Roberts Motivating your students to go beyond the intermediate plateau

https://www.teachingenglish.org.uk/blogs/rachael-roberts/motivating-your-students-go-beyond-intermediate-plateau

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Homework log

Homework log

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Homework log

Homework log

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Homework log

Homework log

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Homework log

Homework log

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Homework log

Homework log

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Homework log

Homework log

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Homework log

Homework log

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Homework log

Homework log

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https://www.youtube.com/watch?v=9MZOKKWk1cE

Sylvana Richardson IATEFL 2017

https://www.youtube.com/watch?v=9MZOKKWk1cE Sylvana Richardson IATEFL 2017

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https://www.youtube.com/watch?v=9MZOKKWk1cE

Sylvana Richardson IATEFL 2017

https://www.youtube.com/watch?v=9MZOKKWk1cE Sylvana Richardson IATEFL 2017

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Write an email using expressions that we’ve studied.

Success criteria: example

Write an email using expressions that we’ve studied. Success criteria: example

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Write an email using expressions that we’ve studied.

Success criteria: example

Write an email using expressions that we’ve studied. Success criteria: example

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Activities for autonomous learning

Activities for autonomous learning

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When does a learner acquire language from something they read or listen

When does a learner acquire language from something they read or listen to?
to?

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А я бы сказал ‘he tells’..

Hm, ‘he says’? We studied this!

А я бы сказал ‘he tells’.. Hm, ‘he says’? We studied this!

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Those linguistic forms in the input that are noticed (i.e. consciously attended

Those linguistic forms in the input that are noticed (i.e. consciously attended
to) are more likely to be acquired than those that are not noticed.
Acquisition is also enhanced when learners notice-the-gap (i.e. pay attention to the difference between the input and their own output).

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Task types?

noticing

noticing-the-gap

Task types? noticing noticing-the-gap

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Noticing: grammar spotting

Noticing: grammar spotting

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Noticing: language spotting

Noticing: language spotting

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Have you read Romeo & Juliet? Do you like this sign?

Have you read Romeo & Juliet? Do you like this sign?

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Noticing: language spotting

Have you read Romeo & Juliet? Do you like this

Noticing: language spotting Have you read Romeo & Juliet? Do you like
sign?

Look through the sign and notice examples of language that we’ve studied. Why did the author use it here?

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Noticing: language spotting

Have you read Romeo & Juliet? Do you like this

Noticing: language spotting Have you read Romeo & Juliet? Do you like
sign?

Look through the sign and notice examples of language that we’ve studied. Why did the author use it here?

Stage 1: Engage with meaning

Stage 2: Focus on language

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Noticing the gap: activity ideas

Two-way translation

Noticing the gap: activity ideas Two-way translation

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Noticing the gap: activity ideas

Two-way translation
Dictogloss

Noticing the gap: activity ideas Two-way translation Dictogloss

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Noticing the gap: activity ideas

Two-way translation
Dictogloss
Spot 3-10 sentences you’d say differently

Noticing the gap: activity ideas Two-way translation Dictogloss Spot 3-10 sentences you’d say differently

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Noticing the gap: activity ideas

Two-way translation
Dictogloss
Spot 3-10 sentences you’d say differently
Record a

Noticing the gap: activity ideas Two-way translation Dictogloss Spot 3-10 sentences you’d
monologue >> listen and analyze >> record an upgraded version

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Noticing the gap: activity ideas

Two-way translation
Dictogloss
Spot 3-10 sentences you’d say differently
Record a

Noticing the gap: activity ideas Two-way translation Dictogloss Spot 3-10 sentences you’d
monologue >> listen and analyze >> record an upgraded version

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What are your takeaways?

What are your takeaways?

What are your takeaways? What are your takeaways?