English for Spesific Purposes

Internet components:Website for Case Study 1

• How Stuff Works (www.howstuffworks.com)• E-How (www.ehow.co.uk)• http://English360.com• www.onestopenglish.com• http://breakingnewsenglish.com

LEARNER AUTONOMY

The internet enables learners to become autonomous. The internet for

self-study purposes without the need for a

teacher.

CASE STUDY 2: BUSINESSENGLISH

Case Study 2:Business English

Age 40 to 55

Managers in ‘learning organisation’

Their focus are on ‘knowledge production and management’ and which provides its services

to international customers.

Teacher

The teacher is taking an important role to develop activities ‘that help them make the most of the time they can devote to English, to enjoy the experience,’ and ‘to get positive outcomes.’

Notice: If the activities and the

content are relevant to learner’s lives, the motivation is

higher. The familiar content can help them to focus more on details.

CASE2

❶Face-to-face component❷Take place at the organisation❸Using an online component

Surprisingly, it is not compulsory but employees are encouraged

to participate.

The course context:

CASE2

Materials and technology used

• Authentic materials from the organisation itself are the majority of the audio and written texts.

• Technology used

an educational platform, ,

email, and virtual conferencing rooms.

• The internet is also used to introduce the students to tools such as online dictionaries.

CASE2

The educational platform

is used.

The same virtual room is used by students

By listening the recorded presentation

Types of activities

Presentation

Giving Feedback

To simulate webinars and online meetingsTo practise email writing and do other types of activities,

CASE2

Usability and constraints of the technology└ The online educational platform asks for a fee per

student per month. Most of the other tools do not charge any fees.

┌ The managers participating in this course are relatively adept at using the technologies in this

course because they use technology at work and some of the tools are the same as they use at work.

└ Permission from the IT department had to be sought to install Skype and some other tools.

CASE2

Attitudes of students and institution towards the technologyCASE

2

TECHNOLOGY

Online component to ‘reinforce’

what was learned in class

to simulate work situations in which they

have tooperate in English on

the internet.

STUDENTS

Understand the purpose

See how it canhelp them with

their real-life tasks.

INSTITUTION

Most teachers are ready to learn how to use technology

in classThe more have

had some experience with

using it forteaching and

learning purposes.

We can also apply this way by ‘a

collection of tools’

Check this out

↘ Blogging Platforms

↘ Podcasting services

sharing environments for images

videos

slides

↘Social networking tools

↘For Educational : Edmodo

↘Virtual Games

It is used by educators for simulating the real world to

train people in variousprofessions such as nurses,

border guards, midwives, etc. These same ‘places’ can be used for role plays with ESP

students (Godwin-Jones, 2005) and real interactions

with other people (Thorne, 2008).

↘Learning management systems

MOBILE LEARNING

Blended learning – integrating technology

Case-Study ① Case-Study ②Case-Study ③

a mix of face-to-face and online learning of

synchronous (e.g. Skype, video conferencing rooms)

asynchronous (e.g. discussion groups, blogs, learning management

systems) communication tools.

Both of these can enchance learning

The benefits blended learning – integrating technology

Teacher

LearnersFlexibility

in where and when learners learn

on five dimensions: 1.Programme2. Study material3. Location4. Forms of communication5. Types of interaction.

The benefits blended learning – integrating technology

Learners

developing- autonomy- out-of-class learning- self-assessment- individualization

learning or enhancing their electronic literacy skills

XIE-XIE ^_^