Final Chapter: Learning Reflection

 Learning Reflection

What did I learn?

In this course, I've learned many things both English knowledge and Teaching and Learning knowledge such as;

          Global English - I learned about how English is important in many countries. The three circle of English; native speaker, ESL, EFL

         ESL and EFL learning context - I learned about what are the differences between ESL and EFL learning context.

        English language in Asian context - I learned about what are the similarities and differences of English language in Asian context

       Classroom learning context - I learned about what are the important factors in classroom such as teacher, students and environment.

           ICT - I learned how to use ICT in classroom and how to make it effective in teaching and learning English.

           CLT - I learned about constrains of CLT and how to apply it in EFL classroom.

           21st century skills - I learned about what are the important skills in 21st century and how to improve students’ critical thinking skill.

           Sociocultural Theory - I learned about what is Sociocultural theory and how ti apply it in classroom.

What did I find easy?

   In this subject, I think it's easy to share some ideas or give some opinions to express your belief or thinking. Moreover, there is no incorrect in this subject because each content is based on your opinion. It's also depends on you that can you accept others thinking?

What did I find difficult?

            In my opinion, I think surfing the internet or find some articles is very hard for me because I have lass opportunities to find out the articles. Furthermore, reading English article is quite challenge for me because some articles are consisted of unfamiliar words or technical terms of each topic.
How did you solve the problems? 

             I always use the knowledge of the previous courses such as Reading for Strategies and Discourse Approach in Reading to help me to read articles without using dictionary. For example, I usually find the context clues or pronoun reference to help to get the point of the reading. If I can't get the point, I will use the dictionary to help me because I believe that there is no dictionary in real life, so you should find out the meaning of anything by yourself.

What are my attitudes toward this course?

                      I strongly believe that there are not many subjects in your life that you can express your ideas, opinions and beliefs independently. So, This course in one of that. Before study this class, I though that this subject should be very hard and strict.  Thus, the main effect of the class is teacher because the teacher like the compass of students to determine the ways to walk through. In addition, the teacher is one of the factor that define the students attention to the class or subject. 
              For me, I am very proud because I am the last year pupils of the teacher because it's the last year for teaching of the teacher. I will always apply the knowledge from this subject to develop myself, my students, my teaching and my classroom. So, she is one of my ideal teacher. I really like her teaching style and how to manage the classroom. Moreover, the teacher  always teach me that

"A good example is the best sermon."

           

   

       

    

Chapter 14: Final Test !!!

Today, I have the Final Test!
At the beginning of the class, teacher lectured about Sociocultural Theory to us for making us to be ready for test.

After presentation, the teacher asked us to be ready for the test for 10 minutes.


When the test was started, I felt amazing that there is the exam about Sociocultural theory that the teacher had just lectured before test. For me, I think that Thai exam is harder than English exam because it's very hard to write in Thai concisely, briefly and effectively. Moreover, I think English is easy to explain because you have less information to be out of the track as Thai language. But, I always do my best to this test. I don't worry about it.

Chapter 13: Sociocultural Theory

           I learned Seminar in English Language Teaching Course. First, teacher assigned us to discuss about Sociocultural Theory. 

Current conceptualizations of sociocultural theory draw heavily on the work of Vygotsky (1986), as well as later theoreticians (see, for example, Wertsch, 1991, 1998). According to Tharp and Gallimore (1988) "This view [the sociocultural perspective] has profound implications for teaching, schooling, and education. A key feature of this emergent view of human development is that higher order functions develop out of social interaction. Vygotsky argues that a child's development cannot be understood by a study of the individual. We must also examine the external social world in which that individual life has developed...Through participation in activities that require cognitive and communicative functions, children are drawn into the use of these functions in ways that nurture and 'scaffold' them" (pp. 6-7). Kublin et al (1998) succinctly state that "Vygotsky (1934/1986) described learning as being embedded within social events and occurring as a child interacts with people, objects, and events in the environment" (p. 287).

Considering the contributions to sociocultural theory to understanding the development of communication, Adamson and Chance (1998) argued that

    ...There are two particularly noteworthy aspects to a Vygotskian approach to social interactions. First, it is fundamentally cultural. Caregivers are agents of culture (Trevarthen, 1988) who set an infant's nascent actions within an intimate setting that is deeply informed by the caregiver's cultural knowledge. Caregivers cannot help but view infants' expressions as meaningful within the human sphere of their own culture. Infants, in complement, are quintessential cultural apprentices who seek the guided participation of their elders (Rogoff, 1990).
    Second, the notion of a zone of proximal development reveals a pattern of developmental change in which a phase of adult support precedes a phase of independent infant accomplishment. Each cycle begins with a newly displayed behavior, such as a smile, a visually directed reach, or a babble. The adult's reaction and interpretations transform the infant's emerging behavior into a social act. In essence, the child induces the adult to recruit the act for communication (Bakeman, Adamson, Konner, & Barr, in press). After many experiences of supported expression, the child gradually masters an action that is qualified with cultural meaning. The act has passed through the zone of proximal development during which the adult has educated the child in its use. (p. 21)

Clearly, sociocultural theory is much more complex than this brief description might lead one to believe. Nonetheless, the aspects described above are important components to consider when examining the communicative and cognitive development of learners. Below are a few links to websites with more information on Vygotsky and sociocultural theory:

         From our opinion, we think this theory is important for teacher in teaching to help students to achieve their learning goal or to develop students to be able to do some tasks by themselves. 

Chapter 12: Group Presentation!

I leaned Seminar in English Language Teaching Course on Saturday. My class is only one class in the university this day because it's holiday. Because there is no time for making up the class for teacher. I have to study all days in a week. So, our group have to present the report about "Developing Thai Students' Critical Thinking Skill". There are seven group, my group is the last group to present.

Here are the list of the presentations; 

- Roles of English in the ASEAN Community:  the implications for teaching and learning

- Factor Affecting English Language Teaching and learning

- Problem of English  Language Teaching and learning in Thailand

- ICT Enhancing English  Language Teaching and learning

- Communicative Language Teaching and Learning: Strengths and Constrains

- English  Language Teaching and learning for 21st Century Skills

- Developing Thai Students’ Critical Thinking Skills

We presented in several topics such as 

- Definitions of Critical Thinking

- Critical Thinking in 21st Century

- Important and Benefits of Critical Thinking

- Restrictions of Critical Thinking Skills

- Strategies for Promoting Critical Thinking

- How to Teach Critical Thinking

So, I have to present to present in the topic of  "How to Teach Critical Thinking". I think our information will increase some benefits for applying or implication in the future teaching because critical thinking is one of the most important skill in the modern world.

After presentation, it's question time, I like this stage of presentation because it increases the opportunities of listeners to ask about what they are confuse about or interesting.

Here are the example slides of our presentation;

Chapter 11: The End of CLT

          I learned Seminar in English Language Course. First, teacher assigned us to work in group and discussed about The End of CLT: a context approach language teaching by Stephen Bax.

          And here is the conclusion from Stephen Bax "As I said above, this proposal is not radically new. Good teachers everywhere pay attention to context; good training courses pay attention to context. However, the dominance of methodology in general, and CLT in particular, means that their attention to context is secondary, and often haphazard. Novice teachers, as we have seen, fight against context when they should be working with it. It is therefore time for the profession to place methodology and Communicative Language Teaching where they belong—in second place—and recognize that the learning context, including learner variables, is the key factor in successful language learning. How precisely we proceed thereafter will be for the profession to discuss and develop. But until we start on that process explicitly and deliberately, and admit that CLT needs to be deposed in favour of context, we will continue to sell our students short."

          I think this article show us both the strengths and weaknesses and how to apply to our teaching in the future. Moreover, it's clear that everything always has 2 sides as the double edged sword.

Chapter 10: Current Trends and Issues in English Language Education in Asia

          Today, I learned about "Current trends and issues in English Language Education in Asia by Yeon Hee Choi and Hyo Woong Lee"
          At first, teacher assigned us to read the article and present it in front of the class.

Here are our result topics;

-          The starting Grade of English Language Education

-          English class hour

-          National English Curriculum

-          School textbook

-          Teaching English through English

-          The use of computer for English language Education

-          The University Entrance Examination

-          English teachers

-          Problems and Concern in primary and secondary Education in Asia

After that, the teacher lectured about  21^st Century skills  and assigned us to read the article "End of CLT"

Chapter 9: ICT Enhancing English Language Teaching and Learning

              I learned Seminar in English Language Teaching course.

Today, I learned about ICT Enhancing English Language Teaching and Learning continuous from last week.

            In the beginning, teacher lectureed about the article “Computer Assisted Language Learning: an Introduction by Mark Warschauer ”

Three phases of CALL

-          Behavioristic CALL

-          Communicative CALL

-          Steps toward integrative CALL

               Steps toward integrative CALL : multimedia

               Steps toward integrative CALL : the internet

        After that, teacher assigned us to read research “Current Trends and Issues in English Language Education in Asia by Yeon Hee Choi and Hyo Woong Lee” and we will discuss about this research next week.

         After class, I found some others information about the lesson from this video.

Chapter 8: ICT and Midterm Test!!!!

          Today, I leaned Seminar in English and Language Teaching Course. I learned about ICT Enhancing English Language Teaching and Learning and I had midterm test.

         At the beginning of the class. Teacher lectured about what is internet, CMC, Web 2.0, asynchronous and synchronous. After that, the teacher assigned us to read the article about "Computer Assisted Language Learning: an Introduction by Mark Warschauer" and we'll have to discuss about this topic next week.

         At 10 a.m., I had midterm test. The most items of the test is about the implication of teaching English in the future career. I think it's not to hard to answer but it's very hard to get the point. LOL. But, I did all of my best to do this test and I don't worry about the result because it's all of me.

Chapter 7: Factors Affecting English Language Teaching and Learning

In the morning, I learned Seminar in English Language Teaching Course. Today, I leaned about Factors Affecting English  Language Teaching and Learning in Higher Education in 4 main topics; students' age, leaner differences, motivation and teachers.

          First topic, Students' Age. There are 3 types of students' age such as young children, adolescents and adult learners.
          Young children, they need attention and love to do activity or game.
          Adolescents, they like challenge and less discipline.
          Adult learners, they have more discipline that adolescents and they have their goal in leaning.

          Next topic is learner differences. Learner differences consists of 2 topic ; Good learner character and learner styles.
Good learner character are well prepare, set goal, review lesson after class and self- direction learner.

          Learner styles are enthusiast, the oracular, the participator and rebel.

            Next topic is motivation. There are 2 points of motivation.
1. Defining motivation
  - Extrinsic motivation : outside factor
 - Intrinsic motivation : come for individual
2. Sources of motivation
    - expectation
    - teacher / method
   - family

       The last topic is Teacher. There are 4 points.
1. Teachers' belief.
2. Teacher's ability in using English
3. Teaching method and style
4. Teachers' use of teaching and learning materials

Chepter 6: Classroom Learning Context

          Today, I learned Seminar in English Language Teaching Course.

          At first, teacher asked Satit and Maturin who are the exchange trainee teacher to share their experiences about teacher in other countries in Asia to classmates. I think that is a good opportunities to practice teaching and language skill. 

          Next activity, the teacher assigned us to read the article "Classroom learning context: teacher's descriptions" and analyzed into chart. In this chart, it consisted of use of space, use of time, language data, resource, interaction, and atmosphere in three example classroom; Malaysian, Mozambican, Chinese classroom.

          After that, the teacher assigned us to discuss in pair about the example classroom in the strange and weakness. And, choose what classroom that we like most and tell why we like it. Then, the teacher asked some pairs to present their results in front of the class.

          Next, the teacher assigned us to create a mind map about "Factors affecting ELT and learning" and share the information with friends.

          I think there are 3 main factors that affecting leaning and teaching, which are teacher, students and atmosphere. 

          Sometimes, I think discussion in pair or small group (3 person) is better than discuss in a large group (6-7 person / group) because I think we can share some ideas and opinions more direct and clear. Moreover, It is easy to collect or summarize the opinion of the members.