Google+ Hangouts to Teach EFL

This is a Christmas gift for me and you - a guest post by Marina Salsbury who has already been my guest before.
Thank you Marina!







Google+ has formally been around for less than a year, but it's already turning into the online social network of choice for educators. For language teachers, especially those who teach English as a Foreign Language (EFL), Google+ can be used as a tool to augment learning and as a virtual classroom. As a learning subject, EFL demands a lot of teacher-student engagement and interaction, something that Google+ excels at. In higher learning environments such as masters or PhD programs, habitual conversation is one of the best ways to retain a language, so having an online avenue to converse will be highly beneficial for language learners.

Hangouts are essentially videoconferencing sessions on Google+ which can accommodate up to 10 people. Hangouts With Extras are enhanced online meetings that incorporate text chat, a sketchpad and other collaborative tools. Google has added many features to Hangouts, one of the most innovative being a smart video switching system, which automatically switches the onscreen camera view to the parties that are talking at the moment.

One-on-one EFL teaching or tutoring is the first function that comes to mind when considering Google+ hangouts for education. Skype has already been extensively used for this purpose for a few years. While Hangouts may be effective for traditional one-on-one EFL instruction, they truly shine for group sessions and have already being used by casual English conversation clubs.

When it comes to language instruction, EFL teachers tend to enjoy full attention from their students. This same level of concentration translates well to a Hangout session. In traditional classroom sessions, EFL students must listen and wait for their turn to verbalize the skills they have acquired. This allows students to learn from each other as well. EFL teachers should remind their students that on Hangout sessions they must wait for their peers to finish speaking; otherwise the video auto-switching feature will be enabled and become disruptive.

EFL study groups are already making Google+ their home, and thanks to the ability to integrate a video that's posted on YouTube, they are conducting Hangout sessions in which they watch, learn and discuss video material. English teachers are increasingly alerting their peers to the features that make Google+ a great educational tool, and others are discussing how the integration of Google Docs can augment EFL teaching.

The roles we play on forums

Have you ever posted a message on a public forum? Why did you post it? What did you want to say? What made you choose the particular forum - topic relevance, familiar people or urgent / desperate need for help?
Whenever we decide to make an appearance on a public site, we have two options - be invisible, i.e. anonymous or reveal our name. These are two totally different conditions which determine our online behaviour.

People who post intelligent, balanced and relevant comments are lifeblood to any successful forum discussion.
The worst type are anonymous discontented forum users who give vent to their anger or malice. I have seen thousands of comments posted by such people on national websites and it has always made me wonder about the true nature of anonymity. Does it automatically gives you freedom to abuse other people or is it a shield to protect you - from what?

If the forum is closed as in elearning environment, people coming to forums have a certain aim in mind, and usually it is posting for study purposes. They are never anonymous and it preconditions their sticking to the rules of netiquette. However, during a long time I have observed that there are as many patterns of behaviour on forums as there are participants. Active, coherent and responsive people are emoderators' joy. There are the brash ones and there are the considerate, there are the shy and the headstrong, the diligent and the idle. And there are lurkers. Reading, observing, watching, waiting, posting only when they cannot avoid it.

I have known the website Flame Warriors for years. It gives a huge list of roles people play on forums, each role supplied with a picture and definition created by an artist Mike Reed - Rebel Leader, Big Cat, Toxic Granny, Coffee Klatch, Bliss Ninny, Fanboy, Lonely Guy, God, Weenie etc.

Even if you don't agree with everything Mike Reed has written, it is worth taking a look at the site, especially if you have to deal with forums - either as a participant or a moderator.

The evolution of a twitterer (aka tweeter or tweep)

1. You come across the word Twitter in some blogs you have started reading.
2. You hear that Twitter is a site where everyone publishes what they eat for breakfast or where they are sitting at the moment.
3. You decide - no, that's not for me.
4. You catch sight of the word Twitter again mentioned by the people you respect. You start wavering.
5. You go to the website and register.
6. You discover that you are totally at a loss about what to do next.
7. You read Help and calm down, now you know what to do.
8. You spend 3 hours on creating a fancy background for your Twitter page.
9. You are puzzled by the #s and @s and different abbreviations - a totally alien coded language - people are using and get determined to find out what everything means.
10. You learn that you can follow the people who you know from your professional field.
11. You start clicking frantically on Follow.
12. You discover that you are following 200 people while 10 are following you back. You get a little sour.
13. You rack your brains about what you could post.
14. You read the witty, facetious and loaded messages others are posting and realize that you with your English being the third language you've mastered cannot be eligible to the title of everybody's all-time-favourite tweeter.
15. You decide to focus on posting useful links from the sites and pages that you keep finding on the web.
16. The tactic works, people who share your professional interests start following you back.
17. You are overwhelmed with joy and gratitude.
18. You are thrilled to see your first mention or a retweet.
19. You learn that you can acknowledge your favourite tweeters with Follow Friday sign #FF. The first time you are hurt when you follow-friday an army of people and get 3 #FFs back.
20. You spend hours surfing the web to find more and more new pages to share on Twitter. The number of your tweets per day rockets.
21. You discover that retweeting the posts of very popular sites is pointless, everyone has already tweeted / seen them. You don't get any response.
22. You are hurt when you see that the same links you have posted are ignored but are retweeted if posted by popular, fave people.
23. You are hurt and stop retweeting blog posts from people who never ever say thanks to you for popularizing their blogs.
24. You go to the You follow list and unfollow the users who do not post anything of interest to you or who have come into your list by plain chance.
25. The next day you see that the number of your followers has decreased considerably. (Because of your unfollow? So you ask yourself - WHY were they following me?)
26. You have established a tiny group of people who actually TALK to you sometimes. You want to hug them every time they write something for you personally.
27. You have realized that Twitter is an endless stream of bits and pieces of useful information which you can use for your development - professional and personal, and you are content and happy that you are a twitterer.

     

Spice up your lessons with educational jigsaw puzzles

There are many good ways how to enliven your lessons with attractive elements, for instance, using jigsaw puzzles. These puzzles can be created and played online. Not only younger students but also older ones might enjoy a fun activity with serious learning content which is supplied by the teacher.


The Jigsaw Planet website lets you create a puzzle using an image of your choice and save it for playing it online privately or publicly. The puzzles are embeddable as you can see in the example below. You will need Java to make it work.

Teaching about social media

I used a picture with different logos of social sites to discuss the topic of social media at the lesson. When the students have done the puzzle, you can ask them which sites they recognize, which sites they are using and which ones are completely new to them. Then go on talking about the less known sites and social media phenomenon in general.

You can embed the whole puzzle on your website or your Moodle site but I am not doing it here not to slow down the traffic.
Click on the puzzle or the title to go to the website and play it online.


Social Media






As the next step ask your students to do the second puzzle where I have used the definition of social media turned into an image which is used to create a puzzle. This puzzle is more difficult because the students have to read and try to put the words and sentences together.


Definition of Social Media



When the students have done the second puzzle, you can read and discuss the definition of social media and proceed with your teaching or homework as you find necessary.

You can successfully apply the flipped classroom principle to this activity asking your students to do the puzzles at home and come to the lesson ready for discussions and reviews.