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Enriching the ESL
Classroom with QR
CodesTristan Thorne
American Language Program, Columbia University
November 15, 2014
(This is a QR code)
Background
“QR” is short for “Quick Response”
Initially created for the Japanese auto industry in 1994
by Denso Wave
Basically, a fancy barcode
Typically used for marketing and disseminating
information – keep your eyes peeled!
QR Codes and the Themes of this
Conference
Equity“Eye” vs. “ear” learners: A variety of input can accommodate different kinds of learners (Reid, 2006). Add to this distinction the notion of “kinesthetic” learners in order to address the needs of all students (Hafernik &Wiant, 2012).
EngagementAuthentic materials can augment students’ “on-task behavior, concentration, and involvement in the target activity more than artificial materials” (Peacock, 1997, p. 152).
Enrichment Teacher-made materials can be meaningfully tailored to the particular group of students (Brown, 2007).
More Specifically...
Easily access authentic materials inside and outside of the classroom
It’s much more convenient than typing the URL for a website
Engage in an authentic form of media interaction
Introduce a wider variety of information in myriad forms
Allow for communicative and collaborative learning
Pique students’ curiosity
Give students more control over their learning
Save paper
The process is 100% free
Get students to use their smartphones for learning
Student Testimonials
“It saves the number of paper to print long articles”
“It is fun to use this technique rather than only textbooks in a traditional class”
“It makes the in-class activity more interactive”
“It is easy to understand how it works”
“Using QR codes in a competition in class motivates our interests in the topics”
“It’s also very convenient for students to communicate with each other”
Creating and Scanning
To create:
1A. Link websites for audio, video, and pictures: http://qrcode.kaywa.com (Click on “Static,” and then “Generate”)
1B. Link text: http://goqr.me
2. Copy and paste the QR code into whatever document or
presentation you’re making
To scan:
1. Download the free app “i-nigma” on your smartphone
2. Open i-nigma and scan the QR code
Linking Directly to a Picture Found
Online
1. Right click on the image
2. Select “Copy Image Address”
3. Paste the image address in http://qrcode.kaywa.com
Making Audio QR Codes
Register for a free account at www.audioboom.com
Record short audio clips and link their individual websites to a QR code
Some ideas for what you can record:
a. Reading students’ written sentences for dictation and error correction
b. Describing different pictures for matching to similar pictures
c. Bits of a news report or podcast for audio reordering
d. Reading a poem for rhythm shadowing practice
e. Song samples for gap-filling exercises
Fill
-in-t
he-g
ap
Classroom Examples
Pronunciation in groups
Listening for main ideas and details
Describing a picture or process
Activating schema
Error correction
Skimming and scanning
Review activities
Using context clues to put audio snippets in order
Adding a layer to synthesis tasks
Rhyth
m P
ractice
Syn
the
sis
Lis
tenin
g for
Main
Idea
s a
nd
De
tails
No
te-t
akin
g
Skim
min
g a
nd
Scan
nin
g
Other Ideas
Include a QR code on all handouts for post-lesson
review
Instead of pasting a black-and-white image to an
article, include a QR code of the picture
If you don’t use a website to give homework
assignments, hand out a small piece of paper with a
QR code and task
Post-
lesso
n R
evie
w a
nd
Ho
mew
ork
Potential Issues
Students must have smartphones (but not necessarily
every single student)
The class can get a little noisy if not structured carefully
There is a limit to the amount of text you can put into a
QR code before the QR code becomes impossible to
scan
“Use technology to support the pedagogical goals of
the class and curriculum” (Brown, 2007, p. 200)
ReferencesBrown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Education.
Hafernik, J. J., & Wiant, F. M. (2012). Integrating multilingual students into college classrooms: Practical advice for faculty. Tonawanda, NY: Multilingual Matters.
Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT Journal, 52(2), 144-156.
Reid, J. (2006). ‘Eye’ leaners and ‘ear’ leaners: Identifying the language needs of international students and US resident writers. In P. K. Matsuda, M. Cox, J. Jordan & C. Ortmeier-Hooper (Eds.), Second-language writing in the composition classroom: A critical sourcebook (pp. 76-88). Boston, MA: Bedford/St. Martin’s.
