Masaryk University Brno

Pedagogical Faculty

Department of English Language and Literature

Bachelor Thesis

Brno 2010

Author: Večeřová Alena Supervisor: Aaron Marc Collier, B.A.

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Masaryk University Brno

Pedagogical Faculty

Department of English Language and Literature

How ICT Multisensory Activities Could Help Students

with SLD in Learning English Language

Bachelor Thesis

Brno 2010

Author: Večeřová Alena Supervisor: Aaron Marc Collier, B.A.

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Bibliography

VEČEŘOVÁ, Alena. How ICT Multisensory Activities Could Help Students with SLD in

Learning English Language; Bachelor Thesis. Brno: Masaryk University, Faculty of

Education, Department of English Language and Literature, 2010. 49 pages, 10 pages of

appendices. The supervisor of the Bachelor Thesis is Aaron Marc Collier, B.A.

Abstract

This thesis deals with possible help of technology for learners of English language,

especially for those suffering from any kind of SLD. It describes the concept of multisensory

approach together with individually preferred learning styles applied in learning the language

through the use of ICT tools, related methods and benefits, and provides several practical

examples. It is focused on the level of involvement of human senses in particular interactive

ICT activities available for learning English language.

Keywords

Multisensory approach, SLD, ICT, interactive exercises, online, language learning, learning

styles, software, computer, motivation, self-studying.

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Anotace

Tato bakalářská práce se zabývá možnou pomocí informačních technologií studentům

anglického jazyka, zvláště těm, kteří trpí některou ze specifických poruch učení. Popisuje

koncept přístupu využívajícího zapojení více smyslů společně s individuálně

upřednostňovanými styly učení použitými při výuce jazyka s využitím výpočetní a

komunikační techniky, příslušné metody a přínos, a uvádí několik příkladů použití v praxi.

Zaměřuje se na míru zapojení lidských smyslů při plnění interaktivních aktivit vhodných ke

studiu anglického jazyka.

Klíčová slova

Přístup využívající zapojení více smyslů, specifické poruchy učení, informační technologie, interaktivní cvičení, výuka jazyků, styly učení, software, počítač, motivace, samostudium.

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Prohlášení

„Prohlašuji, že jsem závěrečnou bakalářskou práci vypracovala samostatně, s využitím

pouze citovaných literárních pramenů, dalších informací a zdrojů v souladu s Disciplinárním

řádem pro studenty Pedagogické fakulty Masarykovy univerzity a se zákonem č. 121/2000

Sb., o právu autorském, o právech souvisejících s právem autorským a o změně některých

zákonů (autorský zákon), ve znění pozdějších předpisů.“

Declaration

I proclaim that this bachelor thesis was done by my own and I used only the materials that are stated in the literature sources.

I agree with the placing of this thesis in the Masaryk University Brno in the library of the Department of English Language and Literature and with the access for studying purposes.

In Brno 18 April 2010 Alena Večeřová

..............................................

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Acknowledgement

I would like to thank my supervisor Aaron Marc Collier, B.A. for his kind help and

giving useful advice connected with the thesis.

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Content

1 INTRODUCTION................................................................................................................... 9

1.1 INFORMATION AND COMMUNICATION TECHNOLOGY IN LANGUAGE LEARNING..................................................................................................................... 9

1.2 TOPIC............................................................................................................................... 91.3 MOTIVATION FOR THIS WORK................................................................................. 101.4 PROCEDURE................................................................................................................... 101.5 CORPUS........................................................................................................................... 10

2 BACKGROUND INFORMATION AND THEORY.......................................................... 11

2.1 SPECIFIC LEARNING DISABILITIES........................................................................... 122.1.1 Dyslexia.................................................................................................... 132.1.2 Dysgraphia............................................................................................... 132.1.3 Dysorthographia........................................................................................13

2.2 MULTISENSORY APPROACH....................................................................................... 14 2.2.1 What is the Multisensory Approach......................................................... 14

2.2.2 Learning Styles......................................................................................... 152.2.2.1 Visual Learning Style............................................................. 162.2.2.2 Auditory Learning Style.......................................................... 162.2.2.3 Tactile/Kinaesthetic Learning Style........................................ 16

2.2.3 Multiple Intelligences............................................................................... 17 2.3 MULTISENSORY TECHNIQUES.................................................................................. 18 2.3.1 Visual Technique...................................................................................... 18 2.3.2 Auditory Technique.................................................................................. 18 2.3.3 Tactile Technique..................................................................................... 19 2.3.4 Kinaesthetic Technique............................................................................ 19 2.4 USE OF ICT WITH RESPECT TO SLD......................................................................... 20 2.4.1 Web Pages................................................................................................ 21 2.4.2 Software.................................................................................................... 22 2.4.3 Digital Media............................................................................................ 23 2.4.3.1 CDs......................................................................................... 23 2.4.3.2 CD-ROMs and DVDs............................................................. 23 2.4.3.3 Interactive Whiteboards.......................................................... 24 2.4.4 Virtual Environment................................................................................ 25 2.4.4.1 Sending Emails........................................................................ 26 2.4.4.2 Chat Online.............................................................................. 27 2.4.4.3 E-learning................................................................................ 29 2.5 SUMMARY OF THE BACKGROUND INFORMATION AND THEORY PART....... 30

3 PRACTICAL PART............................................................................................................. 31

3.1 ANALYSIS OF ICT TOOLS WITH RESPECT TO SLD................................................ 313.1.1 Web Pages................................................................................................ 323.1.2 Software.................................................................................................... 373.1.3 Digital Media........................................................................................... 38

3.1.3.1 CDs.......................................................................................... 383.1.3.2 CD-ROMs and DVDs.............................................................. 383.1.3.3 Interactive Whiteboards........................................................... 40

3.1.4 Virtual Environment................................................................................. 41

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3.1.4.1 Sending Emails........................................................................ 413.1.4.2 Chat Online.............................................................................. 423.1.4.3 E-learning................................................................................ 42

3.2 CREATING MATERIALS.............................................................................................. 43

4 CONCLUSION..................................................................................................................... 45

5 SUMMARY........................................................................................................................... 46

6 WORKS CITED................................................................................................................... 47

7 LIST OF APPENDICES...................................................................................................... 49

8 APPENDICES....................................................................................................................... 50

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1 Introduction

1.1 Information and Communication Technology in Language

Learning

During the second half of the 20th century there emerged new technology in various areas

of life in human society that has improved any spheres of either interest or business.

(Dudeney, 7) As Allen states, the continuous and rapid development of ICT (Information and

Communications Technology) over the last years has proliferated into the vast range of

human activities and the truth is that most of today´s children posses relatively high level of

ICT competences. The reason is that they use computers and the Internet almost daily. It has

become an integrated part of everyday life both in school and leisure environment. (1-2)

Children are familiar with using ICT media and tools, and it could be useful and challenging

to incorporate them in the process of learning a foreign language as well.

Especially children who suffer from any of the specific learning disabilities (SLDs) such as

dyslexia, dysorthographia and dyspraxia would appreciate new, different methods in learning

the foreign language. This alternative approach, using ICT devices, respects learners´

individualities and gives more space for a particular learning style preferred by each learner,

and helps children to learn in a different way. They are enabled to see the subject matter from

diverse angles and to experience dissimilar practices.

Moreover, and according to Dudeney, Internet access is becoming available to learners. It

offers opportunities for cooperation and communication among learners online, virtually. It is

considered as an endless source of information that could be instrumental in using authentic

tasks and materials, as well as a wealth of ready-made ELT materials (7-8). Computer-based

materials for language teaching which is also found on many published CD-ROMs for

language teaching has become a part of the use of the Internet and web-based tools.

1.2 Topic

The topic of this thesis was chosen in terms of increasing importance of presenting

various ICT tools, opportunities and computer-based ideas to children with SLDs in learning

the foreign language. It is assumed that the use of ICT could help especially those children to

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overcome great deal of anticipated problems in the arduous process of learning the foreign

language.

1.3 Motivation for this Topic

I consider the topic very useful and interesting for teachers who have to deal with teaching

children with SLDs in English language lessons. The lack of suitable activities which would

enrich the lessons and help those children to learn the English language with fun has impelled

me to search for more experience in the application of ICT to teaching. In addition, the

integration of technology into learning is increasingly expected by learners not only in schools

but also for their home preparation and self-study.

1.4 Procedure

This thesis applies the method of analysing a particular selection of web pages, software,

digital media, or examples of virtual environment in terms of multisensory approach in

learning the English language with respect to SLDs. This work is focused on the level of

involvement of human senses in particular interactive ICT activities available for learning

English, which is related to various learning styles. The selected technology is analyzed by

the method of comparison the target of which is to find both similarities and differences of

stimulating learners´ senses in different ways.

1.5 Corpus

ICT media are divided into two broader categories; those used online and the others which

are used offline. They were selected according to the diverse use of multisensory elements to

widen learners´ horizons and improve all four main language skills – reading, listening,

speaking and writing. The main collection requirement was aimed at the level of interactivity

provided in analyzed computer-based language-learning activities using the Internet and the

World Wide Web, i.e. websites, software, digital media, or virtual environment including

sending emails, chatting online, or e-learning.

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2 Background Information and Theory

First of all, the main points of a multi-sensory approach in teaching and learning the

English language together with both advantages and disadvantages will be closely observed

and described in this part of this thesis. The aim is to find and discuss the methods of helping

children who suffer from SLDs, especially dyslexia, dysorthographia and dysgraphia which

are considered the most frequent and problematic learning disabilities in the classroom,

through the means of ICT. As SLDs have been proved to become a real obstruction in the

fluent process of learning, it is important for teachers to understand their specifics and be

aware of possible differentiated and adapted methods, and approach to those learners. It is

important to respect individual preferences in their style of learning as each learner has his or

her own experienced way of gaining knowledge.

2.1 Specific Learning Disabilities

The “What is a Learning Disability?” article specifies that a learning disability is a

disorder, neurobiological and/or genetic in origin. It influences a person´s ability to perceive,

process, or interpret information seen or heard. It interferes with the ability to link information

from different parts of the brain as well. In fact, it affects the foundational skills of reading,

writing, speaking, spelling, mathematics, or reason including concentration span, attention,

imagination, memory, coordination and social skills. Although it is not related to an IQ level,

the disability can occur at any level, and becomes evident in various areas of life. On the other

hand, the individual can have marked difficulties on certain types of tasks while excelling at

others.

Walcot-Gayda states that “learning disabilities are life long, range in severity, and are

distinct from global intellectual deficiency. It is important to understand what is meant by the

statements and how to recognise such impairments for educational practices and policies.”

SLDs also may be divided into five categories according to problems caused by learning

disabilities (see table 1), and teachers should bear in mind basic cognitive manifestations of

learning disabilities. Combination of stimuli can train and improve the weaker processing of

information, which will lead to better results in learning.

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Table l Categories of problems caused by learning disabilities

Visual Problems (difficulty that the brain has

with handling information that

the eyes see)

Poor visual memory, visual perception, figure ground

discrimination, visual tracking

Auditory Problems (related to the processing of

information that we hear)

Auditory memory, auditory discrimination, auditory sequencing,

auditory figure ground (trouble hearing sounds over background

noises)

Motor Problems (related to various motor

functions of the body)

Eye hand co-ordination, small or large muscle control

Organizational

Problems (poor ability in organizing

time or space, or sequencing)

Poor ability to organize time, poor ability to organize tasks, poor

ability to organize space, impairment of executive function (a

person´s ability to analyse things, apply information in a new way

or adapt to new circumstances)

Conceptual Problems (understanding abstract

concepts, complex language,

consequences and social cues)

Difficulty in: interpreting non-verbal language, understanding

figures of speech, anticipating the future; rigid thinking, poor

social skills and peer relations

Source: “What is a Learning Disability?”

As stated in section 2, dyslexia, dysorthographia and dysgraphia are considered the most

frequent and problematic learning disabilities in the classroom. Therefore, teachers should be

familiarized with basic information about their manifestation.

2.1.1 Dyslexia

Dyslexia is, according to Townend, a language-based disorder which affects literacy skills.

It is the most common difficulty causing trouble with ability to learn how to read despite

normal IQ, normal auditory and visual perception, as well as an absence of psycho-emotional

disorders. It can occur simultaneously with dysgraphia, and dysorthographia. Improvement in

one area causes enhancement in others at least by boosting individual´s self-confidence, and

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the author says that “Moreover many dyslexic people have visual and spatial abilities which

enable them to be successful in a wide range of careers”. Thus, in the treatment of dyslexia, it

is necessary to take into account both the expressive and the receptive sides of written

language. (Tomatis Colombia Home Page)

2.1.2 Dysgraphia

Dysgraphia represents a writing disability in which an individual has problems with

forming letters, and writing within a defined space. The person even finds it difficult to

understand their writing. The process of writing itself is considered very arduous activity

which causes tiredness shortly afterwards. Dysgraphia can be associated with dyslexia of

which it then constitutes one of the symptoms. (Ibid.)

2.1.3 Dysorthography1

This disorder is another disorder of learning which affects written language as well. It is

described by occurrence of major spelling errors, such as inversions or omissions of both

letters and syllables; word brakes, or confusions. These mistakes are due to a lack of

automation of the recognition of the written form of words. This lack of automation also

derives from a deficit of the system which analyses the sounds of speech. “It has been

demonstrated that dyslexia is associated with deficits in the temporal encoding of sensory

information. It is clear that the deficits seen in dyslexia span multiple-sensory systems”.

(Hairston)

Teachers´ work in the classroom also involves dealing with SLDs and the main aim is to

help learners to overcome their problems in learning and enable them to experience success

despite some of their limitation.

Senses have unmistakable influence on the process of knowledge acquisition. The more

senses are stimulated, the more information is possible to be learnt and understood, which is

the main reason for application of multisensory approach in teaching learners with SLDs.

____________________________________ 1 Tomatis Colombia Home Page provides information about learning disabilities also in English, and it is possible to find there detailed descriptions of SLD and other information.

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2.2 Multisensory Approach

2.2.1 The Need for the Multisensory Approach

Senses have been involved in learning since the moment of birth, or even earlier. The

process of imprinting starts in unborn babies, which is proved, for instance, by baby´s

recognition of its mother´s voice. Hearing, touch, and later sight are means of familiarising an

individual with the environment, and knowledge originated in experience and perception.

All people learn through the information relayed to our brains by our senses, mainly sight,

hearing, or muscle movement, as is said in the article “What is the MLA?”2 That information

should be understood, recalled, and used in new situations. The multi-sensory instruction is

needed to allow children with SLDs to learn new skills and concepts through their most

reliable learning modality, whatever that may be with the use of multisensory techniques

described in 2.3. In language learning those children should be treated and supported in order

to acquire strategies to catch up with language development. Townend states:

“The backbone of intervention for dyslexia is a highly structured multisensory approach that teaches

reading and spelling skills at the appropriate rate. However, it is also explicit in pointing out that such a

programme must be delivered with due attention to individual differences in the other cognitive skills that

contribute to literacy development, and take account of the learner´s style, interests and not least their

confidence and self-esteem”. (Preface)

This is the reason for paying more attention to the stimulation of as many senses as

possible to help those children to find out their way to gaining knowledge successfully.

Validity of this approach is confirmed also by Jim Scrivener who says that “humans tend to

have different sensory preferences, i.e. some people respond best to hearing things (auditory),

others to seeing them (visual), while others learn best when they can touch and feel tangible,

physical objects (kinaesthetic)”. (64)

The importance of that approach is also evident from the following extract: Multi-sensory learning makes use of the way our senses – sight, hearing and touch foremost – build one

upon another during the learning process. Using more than one sense generates a fuller and more

memorable way to experience an idea or concept. By offering children multi-sensory learning recreates

the way children prefer to learn – naturally, with all their senses engaged. Multi-sensory learning is also

highly effective in creating the type of immersive experience and environment which has proven so

crucial to language learning. (Lagana)

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In this context, multisensory approach blends together with learning styles which differ

from person to person. They are a part of the complex ways in which the human brain works,

being more than merely a matter of preference (“What is the MLA?”).

There is one additional advantage in that approach – not only information is gained, but

also particular ways of learning are improved and those poorer competences become stronger.

The chance to balance learning skills is higher as stated in the section below (and also by

Urquhart, 8-9). Therefore, learning styles are one of the key aspects of the successful learning

process using MLA especially for children suffering from any SLD.

2.2.2 Learning Styles Learning styles are collections of personal characteristics, strengths, and preferences

describing how individuals acquire, store, and process information. (Urquhart, 8-9) They are

simply different ways of learning. In the article “Learning Styles and Multiple Intelligence” it is

stated that information about learning styles and multiple intelligences is helpful for everyone,

but especially for people with learning disabilities and attention deficit disorder. All learning

involves the visual, auditory, and tactile-kinaesthetic channels. Once helpful learning styles

are identified, learners are able to develop coping strategies to compensate for their

weaknesses and capitalize on their strengths.

It is possible to find out the type of the learning style by trying various quizzes either of

printed forms or interactive quizzes available on the Internet.3

According to Urquhart, students who are aware of learning style differences are better able

to apply knowledge, are more satisfied with instruction, and have enhanced self-confidence.

Still, it is very important for teachers to balance instructional methods so that all students are

taught partly in their preferred modes but also be exposed to practice learning in less preferred

styles. Teachers using all visual, auditory and tactile-kinaesthetic methods will be more

effective than those who limit their strategies to one or two methods. (8-9)

______________________________ 2 Multisensory Learning Academy (“MLA”) is a public elementary charter school sponsored by Reynolds School District in Oregon, the USA. The instruction at Multisensory Learning Academy is designed to reach the auditory, visual, and motor pathways simultaneously, used by a coalition of experienced teachers, committed to offering an alternative in elementary education.

3 Examples of interactive quizzes are available at MLA Home Page or at LdPride Home Page.

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In three following paragraphs, visual, auditory and tactile/kinaesthetic learning styles are

described according to the article “Learning Styles and Multiple Intelligence” in order to mention

their specifics. Each style prefers one particular sense which represents the main channel for

processing information.

2.2.2.1 Visual Learning Style Visual learners learn through seeing. They need to see the teacher´s body language,

gestures, or facial expression to fully understand the lesson. Lip-reading also helps. They

learn best from visual displays as described in section 2.3.1. It is also recommended to study

in a quiet place away from verbal disturbances and to visualize information as a picture to aid

memorization. (“Learning Styles and Multiple Intelligences”)

2.2.2.2 Auditory Learning Style Auditory learners learn through listening. They prefer verbal lectures, discussions,

presentations, talking things through and listening to others´ speeches. They interpret the

meanings of speech through listening to tone of voice and intonation. These learners often

read text aloud and use a tape recorder because they need to hear their voice. Further

techniques are mentioned in section 2.3.2. (Ibid.)

2.2.2.3 Tactile/Kinaesthetic Learning Style These learners learn through moving, doing and touching. They need to touch things

personally and benefit from a hands-on approach. Active exploring of the physical world

around them helps these learners to absorb the information. It is difficult for them to sit still

for long periods and they may be distracted by their need for activity and exploration. They

should work at a standing position and take frequent study breaks. Also, they are

recommended to chew gum, or listen to music while studying. Techniques are described in

sections 2.3.3 and 2.3.4. (Ibid.)

These three basic learning styles help to acquire information better. In addition, there are

further possibilities of how to support an exclusive intellectual capability. The next of those

options alongside with learning styles is the concept of multiple intelligences, following

Gardner´s theory of several specific, strong areas of learners´ skill to gain knowledge. The

concept is described in the section below.

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2.2.3 Multiple Intelligences Conceived by Howard Gardner, multiple intelligences are several different ways to

demonstrate an intellectual ability. (Ibid.) This theory emphasizes information processing -

and its importance of understanding of how information is obtained, sorted, stored and

utilized - as the key to learning. (Cox 4) Basic essence of Gardner´s theory is explained by the

author himself:According to Multiple Intelligences (MI) theory, all human beings possess at least eight forms of

intelligence, which I call linguistic, logical-mathematical (the two favoured in school), musical, spatial,

bodily-kinaesthetic, naturalist, interpersonal, and intrapersonal. All of us have these intelligences – they

are what make us human, cognitively speaking. But because of genetic variation and the accidents of

experience, no two of us have exactly the same blend or combination of intelligences. I call on educators

to take advantage of this multiplicity of intelligences. Teachers should fashion teaching and learning so

that all students have the chance to learn and to demonstrate what they have learned – not just those

students who happen to be gifted with words and numbers. (Gardner)

As stated in the extract above, it is believed that there exists a multitude of intelligences

each of which involves its own strengths and specifics and are quite independent of each

other. They are described by Smith, and also in the article “Learning Styles and Multiple

Intelligence”.

As described and explained in this section, clear focus should be on the multisensory

approach in teaching and working with children, especially those suffering from any form of

SLDs. The principles of learning styles are derived from the need to encourage them because

of their weaker performance. As learning styles deal with engagement of the most suitable

channels for acquiring information – senses, they represent the key factor for successful

learning according to learners´ personal areas of strength and potential.

The reason for implementing different techniques and approach into the process of

teaching is the need to encourage learners with SLDs in learning. Paying attention to

stimulation of as many senses as possible can help learners to overcome their disadvantages

and motivate them in their work together with increasing their interest for learning. The

techniques presented below follow principles of learning styles and multisensory approach.

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2.3 Multisensory Techniques Multisensory techniques are frequently used for students with SLDs. Logsdon confirms the

positive effect of the use of multisensory techniques: “Multisensory teaching techniques and strategies stimulate learning by engaging students on multiple

levels. They encourage students to use some or all of their senses to gather information about a task; link

information to ideas they already know and understand; perceive the logic involved in solving problems;

learn problem-solving steps; tap into nonverbal reasoning skills; understand relationships between

concepts; and learn information and store it for later recall”.

Not only according to terminology used by Logsdon is it evident that multisensory

techniques are closely related to learning styles. While sections 2.2.2.1 – 2.2.2.3 explain the

basics of each learning style, the multisensory techniques described below show how their

usage in the classroom meets learners´ individual needs. Each preferred sense is stimulated by

convenient methods to get as much as possible for remembering and understanding learned

issues. Every technique is used to support a particular learning style in order to experience

some success in learning.

2.3.1 Visual Techniques Sight is basically the most common sense used in dealing with everyday existence.

Therefore multisensory techniques constantly include visual teaching methods such as using

pictures and/or text on posters, paper, models, projection screens, computers; multi-image

media, finger spelling and sign language; adaptive reading materials; use of various colours

for highlighting, organizing information; graphic organizers; and student-created art, images,

text, pictures, and video, as stated by Logsdon.

Visual support used in learning provides connection with reality, both familiar and still

unknown, which helps learners to put things and information into the context thus to network

newly-gained knowledge.

2.3.2 Auditory Techniques Auditory techniques are aimed at sound; and stimulate verbal reasoning. They include

using computerize text readers, auditory trainers, hearing aids, books on tape, podcasts and

peer-assisted reading; video, film, or multi-image media with accompanying audio; and

music, songs, instruments, speaking, rhymes, chants, language games, or mnemonics. (Ibid.)

It is recommended by experienced teachers to accompany visual stimuli with sounds

(supporting auditory learning style) to get more complex information, which contributes

towards better memory and acquirements.

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2.3.3 Tactile Techniques The next area mentioned by Logsdon applies tactile techniques which involve using the

sense of touch. They are represented by strategies applying the use of modelling materials

such as clay and sculpting materials, paper mache to create models; use of sand trays, textured

objects, finger paints, and puzzles to develop fine motor skills.

These techniques seem to be active than both visual and auditory strategies because they

require an individual to perform an activity. They probably more interconnect and round off

the impact of senses involved.

2.3.4 Kinaesthetic Techniques The last multisensory methods are called kinaesthetic and they use body movement, both

fine and gross motor movements, e.g. games involving jumping the rope, clapping, stumping

or other movements paired with activities related to concepts; all tactile activities mentioned

above; and any large motor activity such as dancing, rhythmic recall, flashcard races, running

dictations, Chinese whisper and other learning games. (Ibid.)

Bodily/kinaesthetic learning style is aided by those techniques using not only touch but

also the whole body movement, for instance when working with interactive whiteboards

(IWB). Children don´t work in the sitting position and they experience different movements

when they stand or kneel while writing or moving objects.

Considering helpful and supportive use of various methods and techniques which relate to

learning styles together with multiple intelligences, it is necessary for teachers to search for

new, fresh activities which are preferably interactive. Dudeney also said that technology is

becoming increasingly important in both personal and professional areas of life, and our

learners have started to use current technology more. (7) This statement is connected with

Windeatt´s opinion which supports the idea of inclusion of ICT in the classroom: “Language

pedagogy cannot and should not be immune to the advantages the Internet [and other

computer-related digital media] offers – in information, in resources and in opportunities for

global communication“.

As the computer (and the Internet) is an easily accessible source of interactive activities, it

should be used as a means of additional application of multisensory approach in teaching and

learning. Especially learners with SLDs would benefit from practising English language

interactively through ICT, which is the main topic of this thesis.

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2.4 Use of ICT with Respect to SLDs ICT has great potential to support the teaching of languages at primary, or secondary

schools. As indicated by Howard Gardner in section 2.2.3 dealing with Multiple Intelligences,

it could be beneficial either for teachers or students to have an opportunity to work on as

many intelligences as possible. This variety is possible to cover by use of relatively broad

spectrum of miscellaneous digital media, and virtual learning environment. Gardner also

explains the logical consequence of this idea: “The theory of multiple intelligences emerged

during the same era as the ‘new technologies’: CD-ROMs, videodisks, the Internet, the World

Wide Web.”

The teaching of languages should be supported and enriched by the use of CD and DVD-

based resources and alongside websites, which allow the space for different learning styles to

be incorporated into working and learning. As is described by Gardner in section 2.2.3, each

learner constitutes an individual collection of strengths and weaknesses with particular

preferences. Therefore some learners can benefit from simpler drill-and-practice vocabulary

reinforcement and extension. For others, the opportunity to use foreign language online and in

collaboration with other learners will be useful in, for example, e-learning, chatting on line, or

sending emails.

From interactive exercises to regular email exchange with peers worldwide, to voice-mail,

video mail, an interactive map, a voice-chat, Dudeney together with Allen thinks that all those

activities (and even many others) learners can experience in class. There are several

advantages in using intercommunication tools and registering it all online. It generates

e-Portfolios for learners, promotes collaborative learning, develops e-literacy skills, stimulates

intercultural awareness, or caters with different learning styles for easier motivation.

There are many tangible benefits which ICT tools provide for either teachers or learners

such as sharing the work, materials, documents, listening practice, projects; accessing outside

the classroom; independent work; focus on the message (not on the form); or recording the

speaking presentation, online evaluated – for enhancing students´ oral skills. It is considered

the cheapest, fastest, and the most comprehensive means of communication – creating the

blogs, for instance, gives a sense of community, encourages shy students to express

themselves. The online environment can be a non-threatening space for extra practice of

English. As also stated by Lewis, using the Internet and multimedia in the language learning

process allows introducing content in different ways and all appeal to the learning styles or

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“intelligences” of more pupils, which is by all means highly motivating. They can be used to

encourage independent learning and creative thinking skills. (5-6)

What is more, the number of supportive sources on the Internet has enormously increased

recently as many teachers create wide range of interactive materials available for other

educators interested in using them in their lessons, as described in the section 3.3. They can be

shared worldwide, which is very advantageous for all people involved. Many schools place

those materials on their web pages on display to be browsed and used publicly. They involve

either Power Point presentations, ELT web sites, or IWB files.

On the other hand, technology should remain balanced to other teaching methods, and it

should not overwhelm the learning environment in the classroom. Preferably, it should

support cooperation among learners and create inventive atmosphere.

2.4.1 Web Pages There are many web pages easily accessible on the Internet. They provide many tools

which can be adapted for a particular, specific purpose depended on learners´ needs, as it is

mentioned in the previous section. It is possible to play games in English, practise grammar or

vocabulary, and also use pictures, create stories, or sing songs; often on various topics. Some

students´ books are accompanied by their own supportive interactive websites using related

grammar and vocabulary sets, sometimes there are other activities available such as

webquests (created either by teachers or learners), or infoquests, videos and interactive games.

Teachers are further enabled to use several web pages in order to create various interactive

exercises for practising required grammar features or vocabulary sets. The more senses are

taken in, the bigger is the chance to appeal at the learner´s potential to gain new knowledge,

or to improve his or her performance. Section 3.2 deals with creating materials in more detail.

They can be also used for project work, learners can play with the language to find out

definitions, see various words in a context, learn more about the meaning of words and terms

when using online dictionaries, or concordancers along with various encyclopaedias including

Wikipedia. Dudeney conveys: “Using websites is one of the easiest and least stressful ways of getting started with technology in the

classroom. There is a large and constantly expanding collection of resources on the web, at a variety of

levels and covering an amazing array of topics. You can choose from authentic (written for Internet

surfers in general) sources or ELT-specific sites (made by, and for, teachers), monolingual or multilingual

sites, sites with the multimedia, or just simple text”. (27)

21

It is possible to agree with Lewis that selecting convenient websites involves a few criteria

which help teachers to choose suitable sites for a particular need. The choice depends on

either learners´ level or their age. Young learners, for instance, prefer sites containing

interesting graphics, quickly loadable, with clear and easy navigation. However, there are

some disadvantages as well. As the Internet is not a controlled environment, it is vital for

teachers to use only sites managed by well-established organizations or those they are already

familiar and comfortable with to protect children from inappropriate material. Therefore it is

highly recommended to actively monitor computer work, use child-safe search engines4, or

limit random searching by using ‘web filters’. (16-20) Pupils should be informed about the

dangers connected with use of ICT as well. Computer-related, often interactive, activities are

based on software which is generally available. (Windeatt, 15)

2.4.2 Software In general, software is represented by programs called software applications and operation

systems such as word processors, or media players, web-editing programs; and web browsers.

Dudeney confirms that these tools: “can be used in many inventive ways in the classroom, by both teachers and students. Teachers can

prepare, create, store and share materials for their classes by using a word processing program, and

learners can use it both in and outside the classroom, to practise writing skills, grammar and other

language points, as well as to present their work”. (15)

Word processors can be used for creative writing. They include dictionary, grammar and

thesaurus tools, and the spell-check option as well, as illustrated in section 3.1.2. Using these

options can make a learner more aware of errors, and provide a possibility of self-correction.

Word processing activities enable to model and share texts, produce and edit them

collaboratively. They put the emphasis on the process of writing, which leads to more creative

use of language. Because of the ability to move words and their chunks within a text, these

activities are excellent for practising language, including noticing, collaborative writing, or

presenting work. (20-25)

Software for learning languages is also available on a variety of CDs, CD-ROMs, or

DVDs. These digital media offer a wide range of interactive language learning activities. One

of the most popular nowadays is software for IWB. To sum up, all these tools provide

amazing support of learning styles as various images and pictures (often interactive) are

________________________

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4 Search engine is similar to a database of stored information. It pre-selects sites for their suitability for children.

displayed and manipulated, involvement of sound options including native speakers´

recordings, songs, chants, or wide range of acoustic and digital audio records.

2.4.3 Digital Media Digital or electronic media are considered very useful in the learning process as well. They

involve a wide variety of interactive hence multisensory activities; and can be defined as a

creative combination of digital arts, science and technology used for human expression,

communication and education. (“Digital Media”) Digital media comprise tools such as CDs,

CD-ROMs, DVDs, computer-based testing, digital portfolios, or interactive whiteboards, as it

is said in the previous section. In respect of effective involvement of multisensory approach in

learning, technology together with digital media offers either visual, auditory, or tactile

stimuli which learners can prosper from. Obviously, visual stimulation is the most common as

it is acknowledged in section 2.3.1. It is very often accompanied by auditory complements.

Tactile part is represented by the necessity of computer mouse manoeuvring, typing letters

into the gaps provided, or operating directly on the screen or board surface. Using technology

also supports individual pace of work, and provides the option of multiple repetition of tasks

according to individual need.

2.4.3.1 CDs CDs are media containing text and audio files with practice tests, listening comprehension

and reading comprehension. They are very practical tools which give learners a general idea

about the content of the test, its structure, the length of exercises. The computer provides

immediate feedback and scores, which increase learners´ awareness and enables them to learn

from the mistakes.

2.4.3.2 CD-ROMs and DVDs As conveyed by Dudeney, CD-ROMs5 look exactly like audio CDs but in addition, contain

multimedia files that enable using text, images, audio and video to provide interactivity. They

are often included with course books and workbooks (free or at little extra cost). The content

is related to each course unit, bringing learners extra listening and reading materials,

recordings for practising pronunciation and speaking, and interactive vocabulary and grammar

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activities such as matching, drag and drop exercises, gap-filling, crosswords, and so forth.

They are intended for self-study work as follow-up to a lesson. Using CD-ROMs enables

learners to make their own choice of designed activities and materials, to check their own

progress in different language areas and skills with respect to their individual pace. (113)

According to Allen, CD-ROMs can differ in content as well. There are many databases in a

form of a CD-ROM with the option of making notes, copying and pasting images or short

texts, or transferring to a word-processing document.(157) It is possible to use CD-ROMs

available with dictionaries containing audio recordings of the words (often in both British and

American English), games and exercises, typical errors, or thesaurus functionality.(162-163)

There are also available CD-ROM talking books, games and resources in the form of CD-

ROMs, and CD-ROM software – used for its storage and transfer. When a school buys new

software, it is copied onto the school´s computer or network as appropriate and used from

there. Then it is possible to work with software without a CD or CD-ROM inserted in

computer´s drive. (Terasoft Home Page)

Dudeney also adds that DVDs6 have much greater storage capacity than CD-ROMs and

allow the viewer to choose from various language options. They can be viewed either on a

computer with DVD viewing software installed or on a DVD player.(114) There is a useful

feature of this medium to have an option to view subtitles along with video dialogues, which

connects visual and auditory perception and results in better understanding. Generally, these

subtitles are only in English in ELT courseware DVDs but in authentic DVDs mainly

containing films there is a choice of several languages. Sometimes DVDs are accompanied

with vocabulary sets and phrases related to the video content.

2.4.4.3 Interactive Whiteboards As Allen says, “Interactive whiteboards (IWBs) are touch-sensitive boards which allow

teachers and children to engage directly with material projected on a screen from a computer

[which has IWB software installed (Dudeney, 122)] via a data projector”. The operating of

materials in the computer is controlled by touching the board, the screen, either with a finger

or a special pen. Power Point Presentations, or native software of the whiteboard (files called

notebooks, flipcharts or Easiteach), are mainly used.

____________________________5 Short for ‘Compact Disc Read-Only Memory’

24

6 Short for ‘Digital Versatile Disc’

The most significant feature is the touch together with strong visual impact which can be

combined with audio recordings. Therefore the activities presented through IWB are

interactive. As indicated in the sections concerning multisensory techniques, especially

bodily/kinaesthetic learning style is supported by the need of touching the board in order to

move images and words, or writing with a special pen or a finger. It is interesting to watch

children operating the system while kneeling, or moving almost the whole body. Touch goes

hand in hand with sight which is also highly involved in such activities. Having an access to

the Internet, hearing can be stimulated as well by the use of audio files available such as

videos, songs, and many other interactive games and activities.

The principal source of content is considered the Internet, mostly a vast range of images,

hyperlinks, videos, or already created files, as it is also described in section 2.4.1, which deals

with websites. The use of these resources saves time for preparation. The big advantage

appears in the almost unlimited options in a choice of its content. Using the software it is

possible to create made-to-measure content for a particular purpose. Of course, teachers

should be familiar with the technology to be able to present the possibilities of the software to

implement the feature of novelty and freshness of those tools effectively.

There is also one interesting element concerning the use of IWB worth mentioning. Some

producers offer an option of a remote response system (“Interactive Whiteboard”) which can

be used for example for covering tests assessed through individuals handheld ‘clickers’. Some

of these devices respond to multiple choice and polling options, while others offer text and

numeric responses as well. (“Interactive Whiteboard”)

IWB can easily become the centre of the whole class at the expense of group work, which

teachers should keep in balance, as stated in section 2.4.

2.4.4 Virtual Environment In teaching languages there is the need of practical use of a target language also in real or

at least inducing situations. The Internet provides requested options of interconnection

literally all over the world. There are two main reasons for implementation of interconnecting

elements in teaching. Firstly, communication is the basic element of improvement of learners´

language competence, which is available through various virtual learning environments

(VLEs). Secondly, anchoring of communication skills depends on frequency of their usage.

25

The more frequently learners experienced real life communication, the more confident they

can soon become.

According to Allen, a VLE has become a key tool for anytime and anywhere learning. This

dynamic web space enables the content to be “easily updated or uploaded without the need for

any knowledge of html code. This means that information and files (including multimedia)

can easily be made available to children beyond the limitations of the school timetable and

building”. VLEs afford opportunity to use a selection of online tools such as discussion

forums, chats, blogs, e-learning courses, or emails. Such tools bring further options for

children to extend their learning outside the classroom environment. They allow active,

dynamic and more creative participation within establish communities. Moreover, the

important issue of safety online is concerned with the possibility to regulate access and

membership. (182 – 183)

In terms of multisensory approach the use of VLEs involves engagement of almost all

senses. Sight provides visual perception aimed at e.g. learners´ reading comprehension in

order to understand the content, or when creating own text to check grammar and spelling.

Video or animated content gives the chance of better understanding and more complex

stimuli. Auditory channels are activated when listening to audio files or watching videos.

Again, more senses involved afford more integrated outcome of the activity.

Tactile/kinaesthetic involvement is represented by either operating the computer with a

mouse, or typing the text. The importance of stimulation sensory channels is described in

section 2.2.

2.4.4.1 Sending emails Electronic mail is considered one of the easiest accessible VLEs. Children can start using

their own emails within their group, or it is possible to create new addresses for a particular

use in the group. Children are familiar with the use of this ICT tool, and the option of

interaction among their friends can be very motivating. Also, it is possible to set up a

relationship with a similar group of students from a school abroad (keypal or penpal projects).

This kind of interconnection with pupils who speak only a foreign language can challenge

learners´ effort to study more and improve their current language skills. What is more, when

there is a possibility of realization of student exchange in the future, it can accelerate learners´

dedication for studying.

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Dudeney states that “email allows us to communicate with our learners outside the

classroom, for example seeing, receiving, marking and returning homework and other written

assignments”. Therefore it will be typically used outside class time. However, when email

projects are set up between learners in different classes or countries, it would be more

appropriate to use school computers. The interaction is ‘real’ because of writing to real people

and using a ‘real’ medium. Both reading and writing email lead learners to exposure to the

target language as well. In a keypal project learners contact and interact with people from

other cultures, which adds another enriching element to the use of email in learning, as well as

presenting various levels of formality in email writing. One of the advantageous and

appreciated features of composing an email is an easy option to draft and edit before sending.

It is also a good idea to teach learners some ‘rules’ for effective online communication as the

basics of netiquette, such as respecting others´ opinions, or sending an appropriate size of

attachments. (62 – 63)

Working with email requires both visual and tactile/kinaesthetic involvement as auditory

mode is usually not used, though sometimes audio files can be attached, of course. Major

benefits lay in “real” interaction and communication that supports learner´s competences to

use the target language practically. Similarly, other forms of asynchronous communication,

e.g. discussion forums, provide contacts with other participant without necessary online

simultaneous presence when messages are sent or received. It is also possible to set the option

of receiving all forum contributions to an email. On the other hand, communication via email

is more personal because of the possibility of sending a message only to chosen members,

when all contributions to a forum are available and visible for other participants. As

mentioned in section 2.4.2, there is the need for suitable software to operate these VLEs.

2.4.4.2 Chat Online Chat is an ICT tool allowing people to communicate all over the world in real time. It

gives an opportunity either to write messages or speak directly to the other person

synchronously, which is the main difference between chats and emails or discussion forums

described in the section above.

Based on Dudeney, this technology is worth trying in the classroom because learners are

often familiar with its use. “What makes chat essentially different from other forms of

synchronous communication . . . is presence. Chat users are able to see the status/availability

of other chat users, such as whether the user is online, away, busy, and so on”. However, it is 27

important to bear in mind that using chat needs to have a clear purpose for learners. It is

generally recommended, e.g. by the author, to use standard written English conventions in

text chat and email. Learners are also more likely to start interaction with other non-native

participant. Chat should be used as another way of improving and practising the second

language. Basically, several types of chat programs are distinguished (see table 2) to be used

online which can take place either one-to-one or between groups of users (71 – 73):

Table 2 Types of chat

Text chatCommunication via typed text. Messages are typed into the chat

program, sent, and they instantly appear on the screens of the users.

Audio or voice chat

Communication via audio, similar to a phone conversation, but

conducted on the Internet (becoming more common). To use audio

chat, a microphone and speakers and/or headphones are required.

Public chat

There exist a huge number of public chat rooms, on different topics

and categories to join on the Internet. Users usually don´t know each

other, and they can use an alias instead of their real names.

Private chat

The installation of a client program connecting individual users is

required. Users can be linked over an intranet (i.e. within a company)

as well. It is also known as ‘instant messaging’.

Possible classification of educational chats (suggested by practising teacher D. Gonzales)

Free topic chatsNo topic or agenda set, no specific moderator role; i.e. a pair or small

group meeting via an instant messaging program to practise English.

Collaborative, task

oriented chats

Out of class chat meetings to complete a real task, prepare some

‘product’ together as part of project work which will be presented to

peers in the classroom.

Informative or

academic chats

Set to disseminate information. A specific topic is presented, followed

by a question to be explored in the chat itself in the context of a

blended learning solution (learners meet both online and face-to-face).

Practice chatsSet to practise a specific function or form of language, or a specific

skill or strategy, probably out of class time.

Source: Dudeney

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In teaching and learning languages chat programs are considered another way of practising

the target language in real-time environment. The element of using webcam (web camera)

enriches the quality of interaction and extends the use of multisensory involvement. On the

contrary, there is not enough space in lessons within the school year to use these VLE tools

frequently. Therefore, learners are seldom likely to experience the types of communication

described above. Possible solution could be to get learners familiar with the rules of usage and

set tasks out of classroom time. Then they should be able to present the outcomes in lessons.

Chat is considered synchronous, as mentioned by Dudeney at the beginning of this section, in

comparison to email, or discussion forums which are described in section 2.4.4.1, or to e-

learning courses defined below.

2.4.4.3 E-Learning Generally, ‘e-learning’ is represented by learning that uses computer-based tools, e.g. the

Internet, CD-ROMs, DVDs, or some portable devices like MP3 players or mobile phones, as

mentioned by Dudeney. The author describes several terms associated with e-learning which

understanding can be rather confusing:Distance learning describes learning via ICT tools such as the Internet, CD-ROMs and mobile

technologies. E-learning is the newer term. Distance, or e-learning are, strictly speaking, superior names

for terms listed below.

Open learning represents one aspect of distance learning, referring to how much independence the

learner has concerning covering course content, how and when to do so.

Online learning takes place via the Internet. Therefore, it is an aspect of e-learning. Online learning

involves a major part of course delivery and course work taking place virtually over the Internet.

Blended learning is understood as a mixture of online and face-to-face course providing. Sometimes the

digital element is done offline with a CD-ROM. (136 – 137)

In the light of these facts this chapter will deal more with the use of e-learning or online

learning courses rather than with a simple incorporation of digital media, such as CDS, CD-

ROMs, or DVDs into the regular classroom (which is described in relevant sections).

According to the information above it is obvious that there exists a certain scale

concerning the proportion of virtual and face-to-face course delivery. Dudeney describes it as

follows: “At the end of the scale we have a 100 percent online course, where learners never meet face-to-face, and

all course content and coursework takes place online, and at the other end of the scale, a blended option

where most coursework takes place face-to-face, but there is a regular and carefully integrated online

component to the course” (137).

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The content of e-learning courses, occurring within both ends of the scale, is provided

through a convenient VLE on the Internet. It depends on the teacher´s decision of what

exactly should be involved and practised. The content includes relevant information covering

the aims of the course, for instance, reading materials, audio and video files for practising

listening, mock tests, accompanying pictures, or interactive exercises. There can be references

to a wide range of educational web sites offering worksheets, interactive games, or quizzes, as

described in section 2.4.1. An indispensable part is represented by discussion forums on

various topics set by the teacher. There is also a space for setting and delivering homework,

teacher´s comments on students´ work and participation, communication within the

community, or participants´ grades. It can be also called ‘computer-supported collaborative

learning’ which “is one of the most promising innovations to improve teaching and learning

with the help of modern information and communication technology”. (“E-learning”)

This option of language learning support through VLEs can be positively accepted not

only among university students, but also at secondary school level where learners´ computer

literacy has constantly been moving to a higher level. It also meets the demands of

multisensory approach because of the incorporation of activities requiring involvement of

almost all senses (as described in the previous sections). It is also suited to flexible and

independent learning out of classroom time.

Of course, there exists a wider variety of different forms of VLEs than are described in this

thesis. Some of those more commonly used were chosen as examples of the alternative use of

ICT tools available within a computer-based collaborative learning environment.

2.5 Conclusion of the Background Information and Theory Part There is the increasing number of learners in classrooms who suffer from some kind of

specific learning disabilities which bring them sometimes notable difficulties in the process of

learning, especially in learning a foreign language. Possible problems related to SLDs are

described in section 2.1. They represent the main reason for implementing the use of ICT into

the classroom to help those children to overcome their problems and enable them to

experience success in tasks which were considered difficult previously and also to lift their

self-confidence.

Despite some disadvantages connected with application of ICT in teaching (mentioned in

2.4.1), computer-based activities are considered very useful. First of all, they bring novelty

into the classroom through almost inexhaustible amount of interactive games, exercises, 30

grammar tasks, audio and video files, songs, reading materials on various topics. Their

interactivity naturally supports individual learning styles and requires involvement of almost

all senses. Secondly, children are familiar with many ICT tools and appreciate using them

within the classroom time as well, as stated in section 2.4.

Children can overcome their difficulties by the use of ICT in terms of correct application

of their preferences in learning styles, together with the individual combination of multiple

intelligences, and also an interactive multisensory approach. The importance of all these

aspects is described within sections 2.2.1 – 2.2.3.

3 Practical Part In previous sections the concept of multisensory use of ICT to help learners with SLDs,

and relevant background information were described. This part of the thesis tries to analyze a

particular selection of computer-based tools and activities in terms of involvement of human

senses in more detail. The examples of computer-based activities will also be presented to

show what is important together with reasons for using them. The main aim of the use of

following examples of ICT tools is to provide learners with different possibilities how they

can learn English in a more amusing way, often out of classroom time, as a means of self-

study improvement. When experienced the options at school, they can be motivated to use

ICT independently.

Practical part is divided into four sections which deal with both online and offline options.

It is also concerned with the creation of the materials.

3.1 Analysis of ICT Tools with Respect to SLD Most ICT tools are derived from direct use of the Internet. It provides the possibility to

play games in English, practise grammar or vocabulary through interactive activities, use of

pictures, create stories, or sing songs. Some publishers of students´ books offer their own

supportive interactive websites, or CD-ROMs.

As it is stated in section 2.4, there are many other activities available for using English in

an amusing way, such as writing and sending email, sending e-cards, entering or creating

websites, blogs, or wikis. There should be mentioned Internet-project work, keypal projects,

using e-dictionaries, or working with webquests. The considerable part of online work can be

represented by real-time communication, for instance chat. E-learning is considered a modern

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and useful means of learning English online as well. Virtual environments allow to share the

work, materials, projects; enable independent work and access outside the classroom; focus

on the message (not on the form); provide the cheapest, fastest and the most comprehensive

means of communication. The online environment can be a non-threatening space for extra

practice of English in terms of stimulation learners´ senses to find the most suitable way of

their individual improvement. To sum up, websites, together with software, constitute the

backbone of computer-based activities, which will be proved in following sections.

3.1.1 Web pages The following set of websites will be analyzed according to proportion of sensory

involvement because as it is said in section 2.4.1. Consequently, the quality of knowledge can

depend on the extent of sensory-involvement, which is also the reason for this analysis.

www.onestopenglish.com

The purpose is to practise grammar, vocabulary, and skills. Learners use the games to fix

newly gained knowledge concerning a particular topic in the interactive way. After dealing

the topic or grammatical feature in a lesson, learners extend the theme on a computer, either

individually or in pairs. It is very useful for recycling language as well. Another reason for

using these activities is the fact that when working with them, learners, fist of all, have fun.

Mostly they don´t even realize that they are studying. Moreover, they will probably remember

the content better and longer.

There is a collection of interactive games and activities available in the Free Games

section. For each game there is a zipped file provided together with the choice of an

appropriate level from Starter to Intermediate. In each subsection it is possible to find

multisensory activities on various topics, mainly to practise vocabulary and spelling. For

example, an activity At the Shops (see Fig 1) requires completing the fruit and vegetable

crossword using the pictures to help. It stimulates mainly sight (an arrow which moves the

letters chosen from the list, changes green and red colours. When the letter is placed correctly,

the green tick appears when the word is completed, it is circled by a pink line and the related

picture is animated). The hearing is involved by various sounds connected with moving the

letters and picture animation. Touch is also needed in order to find the correct letter by

moving and clicking the mouse. After completing the task correctly learners hear positive

music and see enlarging words ‘Good job!’, or ‘Well done’. Other activities and games are

similar, they are accompanied by related sounds, for instance the Correct Time activity

32

provides the tick-tack sound, Our Town offers the sound of traffic, in The ZOO song the

sounds of particular animals are heard. In Synonym Challenge (see Fig 2) the adjectives have

to be matched and the central picture of a boy is animated and sounded in a very funny way,

which makes pupils laugh and keeps their interest. Some of the activities enable the whole

class participation with movement or pantomime, such as The ZOO song. Tactile/kinaesthetic

element is represented by the demand to type the exact word, as in Countries and

Nationalities quiz. Each country is accompanied by a sample of typical music, which brings

additional, cross-curricular element.

This website provides interesting tips, materials, ideas, and support for teachers as well

including those for improving learners´ listening, reading, speaking, writing, pronunciation

and integrated skills, so it also brings benefits to teachers themselves, as it is explained in

section 2.4.

www.britishcouncil.org/kids.htm

Activities are divided according to various topics in which children play and learn with

fun. This is the primary aim for presenting this website like an additional source of interactive

and funny activities (see Fig 3). Younger children practise vocabulary or grammar phenomena

through a wide range of games, e.g. a hangman, or time. There are songs available including

traditional songs together with related images, lyrics and additional printable materials.

Therefore hearing and sight are stimulated enormously when reading and hearing songs, short

or long stories, or fairy tales. This website provides printable worksheets for activities which

some of them are craft tasks, along with notes, tips and recommendations for teachers.

When uploading the activity, learners can make puzzles or move the image of a monkey to

clean the window in order to get a new picture. The time is used efficiently when waiting to

upload the game. All senses are activated even during the time needed for waiting to start.

These activities are used as an additional support, either in pairs on computers, or in the whole

group – with the use of overhead projector when the change of classroom management is

needed. Youngsters, as well as children with SLDs, prefer changeable learning environment

because of the danger of getting tired or bored quickly, as mentioned in section 2.1.

www.manythings.org

Many interactive games, exercises and activities of different levels are offered through this

website to stimulate learners´ senses. In Catch the Spelling mainly visual and kinaesthetic

channels are used. A Hangman requires kinaesthetic, visual and tactile involvement. Listen

33

and Repeat activity provides tasks for hearing (also including background music), tactile and

kinaesthetic stimuli because of the need of speaking. Tongue Twisters offers pronunciation

practice by presenting separated chunks, followed by a ‘Hear it all’ option. Letters in the

Correct Order presents demands for kinaesthetic and tactile involvement together with

hearing and sight. English Listening Room offers songs with gapped lyrics, which calls for

kinaesthetic, tactile, hearing and sight.

There are also Word Based Games – jigwords requiring tactile, kinaesthetic and sight;

matchwords available for two players, or speedwords using kinaesthetic, tactile, hearing and

sight. Word Web Games are useful for improving spelling through correct and incorrect

letters. All activities are used as a follow-up practice of pronunciation, listening

comprehension, spelling, or various kinds of computer-assisted writing (see Fig 4 and 5)

either in the classroom or as homework.

www.real-english.com

This website uses natural and authentic videos of people speaking real English on streets

all over the world (see Fig 6). It is designed for individual learning English and for teachers or

institutions. It offers unique ESL lessons, rendering the spontaneity of normal speech

understandable for all levels of students. Videos are divided into five categories according to

the level of grammar difficulty. All people speak spontaneously and naturally, although some

of them speak more clearly or more slowly. Each lesson is described by short introduction

with level, topic and grammar focus information. There are usually several videos available

within one lesson – a full and a short versions with the option to see subtitles or turn them off.

The lessons are provided with exercises, samples of listening for the exact information,

working with vocabulary. There are also links to an online dictionary for other meanings of

the word, multiple choice tasks, and pronunciation of particular words. Interactivity is

represented by essential involvement of almost all senses. This website is excellent for

introducing and presenting different accents and dialects of English language. It offers the

opportunity for learners to experience authentic dialogues among native speakers alongside

the focus on a particular grammar feature. The authenticity involving various speeds of

speeches is the part of language learning which learners lack in the classroom the most.

Listening for detail is another challenge offered through these videos which is used to practice

understanding. When trying e.g. to complete a worksheet with particular information, learners

do have to tune to the language and they are dragged into the reality, though mediated. This

possibility of working with ‘real’ English corresponds with the use of other ICT tools, as

34

described in section 2.2.4. First of all, learners watch and listen to the version without

subtitles, which is usually difficult for those inexperienced with these activities. Then they go

through exercises provided to listen to sequences for detailed information and type their

answers into provided spaces with immediate feedback by the system. If there is a

microphone attached, they can record their own answers and compare pronunciation with

original ones, which is considered possible homework practice. After completing exercises,

the version with subtitles is watched together with filling a worksheet prepared for checking

comprehension. At this stage, pupils participate more confidently in comparison with the first

attempt.

www.bbc.co.uk/worldservice/learningenglish

Learners with higher level of English benefit from activities accessible on this web page.

Among the range of options, they practise pronunciation of sounds, or phonetic symbols for

them, in quizzes users practise recognizing and rewriting words according to transcripts,

matching transcripts with pictures, or listening to the correct pronunciation. It is also possible

to download samples of radio programmes, scripts, connected speech, voicing. Especially the

videos in the Pronunciation Tips section of this site are very useful for learners because of

visual demonstration of making a particular sound, accompanied by the practice of contrasting

pairs, e.g. b and p, or θ and δ. It is possible to choose any sound from the chart (see Fig 7).

www.dfilm.com

This interesting website offers a creative moviemaker activity to compose a cartoon. The

optional choice of the background, the sky, background music, characters, or a plot of each

scene (rendez-vous, pick-up, chase, or sololiquoy) engages learners´ interest (see Fig 8). They

have to create dialogues by typing characters´ lines which will appear in written bubbles but

cannot be heard. Up to three scenes can be created, and sent on an email or a web such as

Face book, or MySpace. It is perfect for practising dialogues on a particular topic, children

use everyday expressions they have learnt, and they set them into different contexts within

moviemaker environment. Moviemaker is also used as a consequence of the experience with

the Real English Website, or after working with the DVD EXTRA as described in section

3.1.3.2.

www.helpforenglish.cz

Operated mainly in Czech, this useful web page deals with various elements of English

language in categories, such as grammar, vocabulary, tenses, tests, pronunciation, learning

with fun through songs or various activities, interactive tasks with explanation, the possibility

35

to listen to the correct pronunciation in online dictionaries or dictionaries related to a

particular text, exercise, or a song. A course for beginners is also included, together with a

literature part, forums and commentaries, communication within the community of users

(including the author, a university teacher Mgr. Marek Vít). It helps to improve language

skills because of the interactivity involving all senses interconnected in majority of tasks.

When there are any doubts, it is possible to consult the problem directly with the author.

There are also websites accompanying some course books, such as Project, or Happy

House. The interactive content relates closely to a particular set of course books.

www.oup.com/elt/global/products/project

Containing interactive games and exercises, Project website is divided in Vocabulary,

Grammar, Games and E-cards sections. Each of them involves level subcategories divided in

separate units, and deals with the use of how a letter or a word looks, how it sounds, how the

speech organs feel when producing it. Learners use both visual and auditory channels,

kinaesthetic while writing on a keyboard, and also tactile through the use of a mouse. Within

this website, a Project Third Edition Student Site link is placed, which enables to use an

extended and updated content. Levels 1 and 2 offer new additional games and activities

including a Picture dictionary and a Phrase Builder. Grammar, Vocabulary, Listening,

Pronunciation, Test and Games parts are available, all of which are interactive as well.

These two websites are used primarily for practising additional activities, related to a topic

dealt with in a lesson. They are set as homework, or in classroom time before revision, or a

test.

http://www.oup.com/elt/global/products/happyhouseflash/

This web page provides young learners with pictures, written words, listening to stories

and correct pronunciation by the same voices as they are familiar with from lessons. They

practise vocabulary in games, send e-cards, or create a calendar. All visual, auditory,

kinaesthetic and tactile channels are involved when operating the activities which are closely

related to students´ books and class CD. Children are to practise mainly vocabulary, or

listening to stories individually at home in order to recycle what they´ve learnt in lessons. It is

also very good to get tuned to the sound of English language.

It is evident in the lesson plan enclosed (see Fig 9) as an example use of the website

www.helpforenglish.cz that it is tightly connected not only with practising a particular grammar

36

feature – the present continuous tense but it is also aimed at individual work with the

advantageous content of this website. According to my experience, some pupils searched for

grammar explanation in Czech and weaker learners checked the meaning immediately, they

went through example sentences with the possibility of translation, including multi-sensory

activities. They also experienced vocabulary practice which is accompanied by pictures, both

pronunciation, and writing practice (see Fig 10). Most of all, they liked listening to the song

and singing together. Even when dealing with additional activities, many of them sang it

quietly. Multisensory approach was represented by trying these options in dealing with the

song either individually, or in pairs. As the positive feedback it appeared that most of the

pupils wanted to continue working with this website at home, and were disappointed with the

bell at the end of the lesson. The main reason for presenting this website is to introduce what

is available to do, and motivate keen learners to explore the activities deeper according to

their actual needs, which was proved in my classroom. It is also described in section 3.1.3.3

how it can be adapted to IWB.

3.1.2 Software

As mentioned in the section 3.1, software represents the other fundamental part of

computer-related activities. Apart from many online options stated in section 2.4.2 which will

be dealt with later, it brings the practice of English language independently of the Internet. It

lacks the possibility to communicate online but it provides a wide range of activities to

improve learners´ skills. One of the easiest possibilities is a word processor which is available

on every computer. Its use for creative writing of project work is convenient for learners who

are not confident in using English very much, as apparent in an example of one student´s

project (see Fig 11), or want to put brain to additional practice in their self-studying. When

working on a writing task, learners, and especially those suffering from any SLD, are

recommended to use grammar and thesaurus tools, and the spell-checker to eliminate possible

mistakes in a draft and become aware of the use of particular words in the context. It is

possible to combine the use of different software, e.g. send the writing task attached to an

email, as we sometimes do in my classroom because of some weaker learners´ preference to

use the computer instead of writing in pen. The draft is checked and some comments are

added for successful self-correction. This procedure fits the multisensory approach because of

mainly visual and tactile/kinaesthetic channels. As stated by Lewis in section 2.4, computer-

37

based activities correspond with learning styles when used for creative and independent

practice.

Software is also stored, or only transferred, on digital media, as stated in section 2.4.3.2.

3.1.3 Digital Media These mostly portable carriers are used for practising additional activities, individually or

in pairs, at home or in the classroom.

3.1.3.1 CDs As an example it is possible to describe the TS Angličtina 1 – 5 compiled by the Terasoft

Company. It has proved to be very supportive for classroom practice when including

vocabulary, grammar, listening or reading comprehension, pictures or images accompanying

the interactive tasks, or the option of compiling (and printing out) tests according to particular

needs. This software is used at our school for practising before tests, after explaining the issue

in a lesson. Children recycle a particular content to remind what they´ve learnt so far and

possibly realize connections, patterns and principles in using the language (see Fig 12). This

is the main reason for using this software. An individual or in-pair training offers visual,

auditory and tactile/kinaesthetic involvement because of various activities, mainly set

according to Project course books (which many learners are familiar with from lessons) but

there is an option of Chatterbox content. It is divided into the same units as course books, and

it covers the same sets of vocabulary and grammar features. Children like this practice

because the options to choose are written on the screen, which they consider easier to work

with. They are also provided with both immediate and final feedback and they like to follow

their continuous scores. They often convey that this drill helps them to get familiar with a

particular grammar element or pattern, and also remind what they´ve learnt previously.

Weaker learners benefit from working in pairs because of their discussion the issue together.

This software has to be copied onto the school´s computers or network, as mentioned in

section 2.4.3.2. There is also a new edition available.

3.1.3.2 CD-ROMs and DVDs

38

These media brings wider content utilization because of extra interactive possibilities of

working with the language, as mentioned by Allen and Dudeney in section 2.4.3.2. It is true

that many publishers include a CD-ROM with a workbook for learners to have a chance to

practise at home. For example, English Zone (see Fig 13), Way to Win, or Messages offer this

option. They contain vocabulary sets separately, or within songs, stories, grammar exercises,

My Progress check, dictionaries, reading and listening practice. These interactive tools are

used mainly out of the classroom time as homework preparation but sometimes it is

convenient to work with one or more particular sections in a lesson, e.g. before tests. Teachers

can monitor either individuals or pairs how they are successful and whether there is any need

of additional explanation before some form of an assessment. This usage is more personal and

helps to improve relationships between the teacher and learners. It also supports cooperative

and helping environment among learners themselves. Some of them, such as English Zone,

can be used with the IWB (as described in section 2.4.3).

A EuroTalk interactive CD-ROM “Naučte se Anglicky” from a Talk Now! set is

convenient for home preparation. Students are recommended to use this CD-ROM because of

a very creative content and several advantages. Recordings are provided by two native

speakers, the learner can record his or her own voice and compare pronunciation to the

original sound. It contains sets of vocabulary, phrases, interactive practice, listening

comprehension, and the option to detect most frequent mistakes to drill more by the system.

The whole content is suitable for learning with fun, meeting all requirements with respect to

multisensory involvement as mentioned in section 2.3. There is also the possibility to use the

network version in the classroom offering quizzes, continual assessment of learners and their

evaluation in the database.

DVDs give learners the compact feeling and experience of the use of English in real

context and situations when mainly sight and hearing are involved and English is used in

context. The compilation of all these elements provides learners with complex perception.

When considering authentic DVDs, teachers have to bear in mind the purpose, and the correct

choice of a particular film. They are basically used at the end of the term, before holidays to

cope with a relaxed mood of students. It is an exclusive opportunity to present English as a

natural part of a familiar story, and also to motivate learners to challenge their listening

comprehension. The perfect example of this use is the film Mamma Mia, which most students

like, accompanied by well-known songs. To prevent them from passive approach, the focus

can be on the differences in lyrics. Student detect some changes comparing the original texts,

39

and then they compare the general presentation of them both original and in the film. This is

an ongoing project taken more than one lesson.

Another option of the use of DVDs offers, for instance, a video course Angličtina EXTRA

1 - 4 (see Fig 14) brought by British Channel 4. It contains 30 ‘sitcom’ episodes presenting

English in dialogues among four young people. The level of the language starts from

elementary, and gradually escalates to intermediate. Approximately 20-minute episodes are

enriched by interactive activities including recapitulation of main points, questions to check

comprehension, and particular sets of vocabulary used in each episode, recorded by the native

speaker. Learners´ understanding also benefits from exaggerated intonation accompanied by

gestures. In my classroom, these DVDs were used with an overhead projector for the whole

group, firstly with brainstorming of what they remember from previous parts together with

related set of vocabulary and phrases. They were gone through, also in order to practise

pronunciation. Then the episode was over-watched, followed by comprehension questions,

pair discussion about what they liked and disliked, what was funny, what was strange, they

focused on Hector´s English and elicited differences in pronunciation and meaning. As a

consequence of watching “film”, in the next lesson they used moviemaker software to create

their own short films, as described in section 3.1.

3.1.3.3 Interactive Whiteboard The potential of IWBs is closely described in section 2.4.4.3. There exist several major

possibilities of using this multiple-function tool. Firstly, it can present a chosen content of

some website, for example a song from www.helpforenglish.cz, as explained in 3.1.1. At the

beginning the whole group read the lyric and listen to the song (together with some body

movement), they sing along several times if they want to. Then the gapped text is completed

by a special pen. The next step is to elicit the relevant grammar feature – present continuous

tense is underlined in the full text version. The following part is covered in pairs on computers

independently when learners explore and try to practise vocabulary, grammar explanation, or

translation of the text, the teacher monitors their work and helps if needed. The next example

is using images from Google or any online flashcards available to work with on the screen

and write legends to the parts – an animal with its body parts, a landscape with proper

vocabulary, or food ingredients. The reason for using these activities is to practise vocabulary,

writing, and spelling in connection with reality in form of visual, auditory, tactile and bodily

40

involvement, which is important for better acquisition of newly-gained knowledge, as

described in 2.3.

Secondly, the IWB operates files in its own software where any needed content is possible to

insert. Teachers create their own materials (see Fig 15), as described in section 3.2., or they

use already-created files. As conveyed in section 2.4, the Internet represents almost the

endless source of interactive materials, many of which have been created by teachers

themselves and shared worldwide. Concerning the use of IWBs, there exists a database with

these files created on various topics and is provided by the distributor, and teachers are also

recommended to use Portal for IWB Fans at www.veskole.cz. Many schools put the files on

their websites as well, for example http://interakceprozkolu.kvalitne.cz/. The teacher has to

browse the interactive activities to find a suitable task for learners. For example, the structure

There is/are needs to be revised. On this website there is an exercise which can be completed

by the special pen (see Fig 16). These activities are used to practise the issue in an interactive

way with all-sensory involvement.

Finally, the option of digital resources, e.g. Oxford iTools brings interactivity connected with

course books because they are designed specifically for IWBs. Pupils deal with the content of

their books on the screen, and use some extras, such as a number bank, a letter bank and a

phonemic chart with the model of sounds for practising correct pronunciation. Intonation,

word stress and connected speech are practised through audio embedded in the exercises,

which pupils consider very useful. They also like feedback feature represented by Check the

answers option.

3.1.4 Virtual Environment Learners also need to practise L2 in various, preferably real situations, as described in

2.4.4.

3.1.4.1 Sending Emails According to my experience, emails are suitable for delivering projects set as homework

easily. Especially my pupils with SLDs prefer creating their work using a word processor (as

described in section 3.1.2) because of several advantages. They avoid their handwriting,

which helps them to overcome problems with dysgraphia mentioned in 2.1.2, immediate

feedback is provided through a spell-checker, and they use images either from Google servers

or Clipart option to illustrate their work (see Fig 11). Then it is sent as an attachment for me

to read, make comments on it and send it back. Possible mistakes are corrected by the pupil 41

and sent as the second draft. If there is still the need of additional changes, we go through

them personally at school. Pupils also send me their cartoons made by moviemaker software,

as described in 3.1.1. Then they are watched in the classroom, commented on by peers

afterwards. We assess creativity, language and general impression.

We have also entered the global community at www.epals.com recently to find a classroom

abroad to communicate with. We have announced our interest in culture information

exchange of how children live in other countries and we intend to send emails at least once a

month. Children are really eager to experience real communication with peers from Virginia,

the USA who have contacted us. We want to start with personal information about family and

school life, typical eating habits, free time activities and hobbies. Then we will write about

our town, region and country. When children make friends, we want to contact them online,

as mentioned below.

3.1.4.2 Chat Online Our Epals project is briefly described above, and the use of chat is planned as an ongoing

project of communication with our foreign peers. After exchange of several emails children

will know each other better and they will be ready to try text, and later voice chatting with

them. As the next step we plan to use a web camera for pupils who will want to extend the

reality of their newly established friendships, meeting multisensory needs. This experience

brings many benefits for learners. They will try their ability to express themselves in real-time

communication without much space for checking grammar or vocabulary. Consequently, any

language problems will have to be solved flexibly, with the use of improvisation. This

challenge will press them to improve their communication skills, enrich both their active and

passive word-stock, and immediate feedback to their thread will motivate them for extended

self-study in order to understand the message. Within their preparation time before chatting

they will search dictionaries and grammar books more to improve their actual productive

skills – writing and later speaking, which will lead to bigger exposure to English and more

time dedicated to dealing with it. They will also learn from their own mistakes. Typing will

diminish problems with dysgraphia. All these aspects will inevitably lead to advancement of

their language skills, and self-confidence. As mentioned in 2.4.4.2, because of the lack of time

in lessons, experienced chat users will be supported to continue communication out of

classroom time independently, presenting what they have learnt about their new peers later in

the classroom.42

3.1.4.3 E-Learning According to explanation in 2.4.4.3, support in the form of e-learning or online courses

will be dealt with here. Having been inspired by university e-learning courses, I have decided

to present this option to my pupils (I teach at least two weaker groups of learners, most of

whom suffer from some SLD) on our school´s website. It will provide general feedback from

the classroom including information about homework, description of set project work with an

example for either absent pupils, or those who missed some parts of the information. The

deadline will also be included to prevent any misunderstanding. It will contain interactive

activities catering to learning style preferences to practise particular grammar or vocabulary

(created by either the teacher or by pupils as homework), useful links to websites (examples

in section 3.1.1) presented in lessons. It is necessary to provide the links in a written form

because some pupils are not able to rewrite them correctly from the board. We will use

discussion forums, as mentioned in 2.4.4.1. Learners will practise writing their own ideas on

topics related with the course book, which will help them to express their thoughts and

opinions, and compare them with other threads. It will help them to get rid of the fear of

composing a piece of writing, and typing will diminish some dysgraphic problems.

The e-learning course will bring benefits for all learners involved. Pupils will be able to go

through provided information and instructions again in peace, if confused, they can ask in a

forum. Learners will be able to work at their own pace and share their ideas. Tasks will be

either optional or obligatory according to actual needs and in-class work. Users´ participation

will be commented and evaluated as a means of teacher´s feedback. Learners with SLDs need

frequent feedback for their further motivation.

3.2 Creating Materials Many teaching aids are created by teachers because of some specific requirements, such as

a particular set of vocabulary needed for practising, matching of expressions and/or pictures,

word games (like pexeso), test papers fit to specified grammar feature, or adopted to

individual needs of pupils with SLD (as specified in 2.1).

Teachers also use some software to create computer-based activities. The website

http://hotpot.uvic.ca/, called Hot Potatoes, enables to create crossword, multiple-choice, gap-

fill, or matching interactive exercises, specific to learners´ needs. Another excellent site is

43

http://puzzlemaker.discoveryeducation.com/, it provides creating of word search, criss-cross

exercises, double puzzles, fallen phrases, mazes, or letter tiles activities for vocabulary or

grammar revision. It is possible to save them for future usage. The site

http://www.quia.com/web is similar, teachers have to subscribe it, or they can try free, 30-day

trial. It provides creating interactive activities, games, quizzes, tests, immediate feedback,

automatic grading ready-to-use content and the ability to reuse it. It is a proven way to engage

learners, to motivate them in studying.

We also use PowerPoint Presentations for ‘picture dictionaries’ of particular sets of

vocabulary where images from Google are inserted into ’ppt’ files, e.g. ‘Food’, or ‘Our

House’). Learners have to name objects projected for either whole or smaller groups as

quickly as possible. They prefer unusual views because they remember them better than

common pictures (see Fig 17).

According to my experience, correcting tests is appreciated by learners with SLDs in the form

of both ‘Word’ and ‘ppt’ files (see Fig 18) presented to the whole group with an overhead

projector. They enable pupils to go through the key to exercises from a particular test and

provide visual support of correct spelling and better understanding the content. They bring the

connection between visual and auditory perception of explanation meeting learners´

preferences in learning styles, as described in 2.3.2.

44

4 Conclusion The main aim of this thesis is to find and discuss the methods of helping children who

suffer from the most common SLDs in the classroom, i.e. dyslexia, dysorthographia and

dysgraphia, through technology in learning languages. It presents the importance of

supporting learners to overcome their problems in learning and enable them to experience

success despite some of their limitation with the application of multisensory approach and the

concept of learning styles.

Senses – the channels for acquiring information – constitute the basis of multisensory

approach, closely connected with learning styles and multiple intelligences. Therefore these

modes are the key aspects of successful learning, especially for learners with SLDs.

This thesis provides some examples of ICT tools which can be used in practice in order to

meet individual preferences in learning styles according to required multisensory approach, as

described and explained in the theory part. The main purpose of applying interactive tools in

the process of learning is to help pupils with SLDs to surmount their problems, and to

demonstrate their use in the classroom for practice, and also for extended, independent self-

study. Consequently, each individual has the chance to experience and find the most suitable

way of efficient learning of English and better comprehension. Learners have the possibility

to play games in English, practise grammar or vocabulary through interactive activities.

On the other hand, teachers have to keep balance between the use of ICT and a traditional,

face-to-face approach in teaching and learning. It should remain personal as much as possible

to foster individual needs of learners and offer alternative learning strategies to help to

overcome their problems in acquiring newly-gained knowledge. Technology presents an

additional source of the use of English language in a more amusing way, and it is definitely

not meant to substitute a face-to-face contact between learners and the teacher. It does not

represent an aim but a means of learning. In addition, it is very important to bear in mind the

45

need of physical activity as well, which is natural not only for younger learners, but also

exactly for those who have to encounter a special learning disability.

Computer-based activities bring an enriching element in the process of teaching and

learning, they cater with different learning styles and enable learners (not only those with

SLDs) to develop their learning skills according to their individual needs and preferences.

5 Summary This thesis deals with new possibilities of how to improve learners´ approach to studying a

foreign language, especially through technology. The main point of this thesis is to pay

attention to using as many senses as possible in learning English language and to find ways of

how to help learners with special learning difficulties such as dyslexia, dysgraphia, or

dysorthographia. It provides materials concerning multisensory approach and several practical

examples of applying it in learning English using ICT media. It brings alternatives in the

process of acquiring foreign language. It is focused on providing learners self-studying

possibilities using interactive exercises, intercommunication tools, or learning online as well.

It is also concerned with finding out the ways of learners´ motivation, building of their self-

confidence in using the foreign language.

Tato závěrečná práce se zabývá novými možnostmi, jak zlepšit přístup žáků ke studiu

cizího jazyka, zvláště prostřednictvím informačních technologií. Hlavním bodem práce je

sledování zapojení co nejvíce smyslů do studia anglického jazyka a hledání způsobů, jak

pomoci studentům se specifickými poruchami učení, jako jsou dyslexie, dysgrafie a

dysortografie. Poskytuje materiály týkající se přístupu se zapojením více smyslů a několik

praktických příkladů jejich aplikace ve výuce angličtiny prostřednictvím informačních a

komunikačních médií. Přináší alternativy v procesu osvojování cizího jazyka. Zaměřuje se na

poskytnutí studentům interaktivní cvičení, komunikační nástroje, nebo online možnosti i pro

samostudium. Zabývá se také motivací studentů, zvyšování jejich sebedůvěry při používání

cizího jazyka.

46

6 Works CitedAllen J., J. Potter, J. Sharp, K. Turvey. Primary ICT: Knowledge, Understanding and

Practice. Learning Matters Ltd. Exeter, 2007. Print.

Cox, Thomas D. “Learning Styles and Students´ Attitudes Toward the Use of Technology in

Higher and Adult Education Classes.” Institute for Learning Styles Journal. 1 (2008):

1-13. Web. 25 January 2010

“Digital Media”. Wikipedia.org. 11 Feb 2010. Web. 13 Feb 2010

Dudeney G., N. Hockly. How to Teach English with Technology. Longman, 2008. Print.

“E-learning”. Wikipedia.org. Nov 2008. Web. 6 March 2010.

Gardner, Howard. “Can Technology Exploit Our Many Ways of Knowing?”

howardgardner.com. 2000. Web. 25 January 2010

Hairston, David W., Johathan H. Burdette, D. Lynn Flowers, Frank B. Wood, and Mark T. Wallace.

“Altered Temporal Profile of Visual-Auditory Multisensory Interactions in Dyslexia.”

Experimental Brain Research. 166.3-4 (2005): 474-480. Web. 12 April 2009.

“Interactive whiteboard”. Wikipedia.org. 22 Feb 2010. Web. 8 Feb 2009

“Learning Styles and Multiple Intelligence”. ldpride.net. n.d. Web. 4 December 2009

Lagana, Katie. “The World of Multi-sensory Learning: New Ideas Enliven an "Old" Method. early-

advantage.co.uk.. Nov. 2007. Web. 13 April 2009

Logsdon, Ann. “Multisensory Techniques – Make Multisensory Teaching Materials.” About.com

Home Page. n.d. Web. 13 April

Scrivener, Jim. Learning Teaching. Macmillan, 2005. Print.

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Smith, Mark K. “Howard Gardner and Multiple intelligences.” The Encyclopedia of Informal

Education, 2002, 2008. Web. 25 January 2010.

Terasoft Home Page. 25 Oct 2009. Web. 12 Feb 2010.

Townend, Janet, Martin Turner. Dyslexia in Practice: a Guide for Teachers. Springer, 2000. Print.

“Specific Learning Disorders”. tomatis-group.com. n.d. Web. 9 May 2009

Urquhart, Vicki., C. Anderson, L. Brannan, K. Dempsey, & M. Kuhn (Eds.). EDThoughts:

What We Know about Mathematics Teaching and Learning. 2nd ed. Denver, CO: Mid-

continent Research for Education and Learning, 2008. Print.

Walcot-Gayda, Elizabeth. “Understanding Learning Disability?” Education Canada. 44.1 (2004).

Web. 12 November 2009.

“What is a Learning Disability?” ldac-taac.ca. The Learning Disabilities Association of Canada,

March 2001. Web. 9 May 2009.

“What is the Multisensory Learning Academy?” mla.k12.or.us. Multisensory Learning Academy,

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Windeatt, Scot, David Hardisty, and Davit Eastment. Ihe Internet. Oxford University Press, 2000.

Print.

48

6 List of Appendices

Fig 1 Games and Activities: At the Shops

Fig 2 Games and Activities: Synonym Challenge

Fig 3 Make Your Monster

Fig 4 Computer-assisted writing

Fig 5 Write a Self Introduction

Fig 6 Like to Do and Like Doing Video

Fig 7 The Sounds of English Videos

Fig 8 Moviemaker

Fig 9 An Example of the Lesson Plan Using a Website

Fig 10 Vocabulary from a song

Fig 11 Project work: New Year´s Resolution

Fig 12 Instructions

Fig 13 CD-ROM English Zone

Fig 14 The DVD Extr@

Fig 15 Everyday expressions matching (IWB Notebook File)

Fig 16 There is/are

Fig 17 A Picture of a Toilet in ‘Our House’ Picture Dictionary File Created by the Author

Fig 18 Future Tense: Making Questions and Answers (PowerPoint Presentation File)

49

7 Appendices

Fig 1 Games and Activities: At the Shops

Source: www.onestopenglish.com

Fig 2 Games and Activities: Synonym Challenge.

Source: www.onestopenglish.com

50

Fig 3 Make Your Monster

MAKE YOUR MONSTER

Would you like to make your own monster? Choose your monster's ears, eyes, nose, mouth, arms and legs. And watch him dance!

Source: www.britishcouncil.org/kids.htm

Fig 4 Computer-assisted writing

Daily Schedulenull gets up at null. null eats breakfast at null. null then leaves home at null.

51

null eats lunch at null. null arrives home at null and goes to bed at null.

I get up at null and eat breakfast at null. I leave my home at null. I eat lunch at null. I arrive home at null and go to bed at null.

I eat breakfast at null and lunch at null. I leave my home at null and get home at null. I get up at null and go to bed at null.

Source: www.manythings.org

Fig 5 Write a Self Introduction

Write in this InformationYou don't need to change everything, but the more you change the more personal the story will be.

My name is . I am years old. I live in . I like . (If countable, then plural.) I don't like (If countable, then plural.) My hobby is. My favorite food is . (If countable, then plural.) How often do you eat your favorite food?

Source: www.manythings.org

Fig 6 Like to Do and Like Doing Video

52

Source: www.real-english.com

Fig 7 The Sounds of English Videos

Download poster with examples (24 K)Download this video (20.0 MB mp4)

Source: www.bbc.co.uk/worldservice/learningenglish

Fig 8 Moviemaker

53

Source: www.dfilm.com

Fig 9 An Example of the Lesson Plan Using a Website

Lesson Plan for Listening Present continuous tense in the song “From Where I´m Standing” by Schuyler FiskLevel: A1 (options to extent)Time: Stepping stones – pres. cont. tense - 5 min

Filling the gaps - 10 minSinging the song - 5 - 8 minEliciting present continuous tense in the text - 5 - 8 minPractising vocabulary (and grammar) - 15 min

for higher level also (or as an ongoing activity):Testing grammar - 5-10 minListening and checking - 10 min

Material: colour papers as “stepping stones”copies of both gapped and full textcomputers with connection to the Internet

Aims: practising listening for detail using „key word“ strategypracticing pronunciations through singingeliciting present continuous tense structure in the textusing ICT for practicing vocabulary, pronunciation or grammar features used in the songmotivate pupils to try using this web page for learning English according their own choice

Organization: the whole group – stepping stones activity, filling gaps and singingindividual work – eliciting in the textindividual or pair work on computers

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Warm-up: Pupils create several sentences using present continuous tense in the “stepping stones” activity.

Filling the gaps: Pupils listen to the song several times and fill the gapped text. They are told about using the “key word” strategy while listening to help them to improve their listening skill.

Singing: Pupils are provided full version of the text to check any mistakes in their filling task and they sing the song several times.

Eliciting grammar: Pupils are instructed to underline each present continuous tense structure in the text, which is checked afterwards.

Practice: Individually, or in pairs, pupils use the websitehttp://www.helpforenglish.cz/slovni-zasoba/ucime-se-s- hudbou/c2008060410 -Study- Page--From-Where-I-m-Standing.html They can practise either vocabulary or grammar elements in the song online together with pronunciation (sometimes both British and American English). Teacher monitors and gives help or explanation if needed.

Fig 10 Vocabulary from a song

Vyzkoušet tato slovíčka online!!

catch - chytit, chytat to take something that has been moving into your hand.

crash - řítit se, padat to come down quickly and violently

fall - spadnout, upadnout, padnout, padat to drop to the ground

Source: www.helpforenglish.cz

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Fig 11 Project work: New Year´s Resolution

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I PROMIS

I promise to be very very good.

l promise to make my bed eacg day.

l promise to do my homework right. promise to do the things i should

Source: An Example of One Student´s Project – the First Draft

Fig 12 Instructions

Source: TS Angličtina 1

Fig 13 CD-ROM English Zone

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Source: www.oupeltpromo.com

Fig 14 The DVD Extr@

Source: www.langmaster.cz

Fig 15 Everyday Expressions Matching (IWB Notebook File)

Source: Author´s Creation Based on Project 3 Course Book

Fig 16 There is/are

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Dear Martin,

thank you for your letter. Your town is beautiful. Now something about our town. It is quite a small

town. two cinemas and three big supermarkets. In the centre of the town

a big square with a nice church. In the town three schools and five playgrounds for

children. also a modern swimming pool but an ice rink.

two but three banks and a post office, too. People can travel by bus and by train because

a bus and a train station. lots of trees and flowers everywhere.

many shops here, only about ten but a good department store in town. I like

shopping there because almost everything what people need.

Best wishes. Andy

Source: http://interakceprozkolu.kvalitne.cz/index.html

Fig 17 A Picture of a Toilet in ‘Our House’ Picture Dictionary File Created by the Author

Source: Google

Fig 18 Future Tense: Making Questions and Answers (PowerPoint Presentation File)

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Source: Author´s Creation Based on Project 3 Unit 3 Test

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