69 At first, students needed a lot of help getting acquainted with the software. Before using Zoom, I would deliver in-classroom instruction on how to record sessions. But, as it proved difficult for CLB-4 students to follow the instructions in real time, I prepared an instructional video to clarify the procedures. That worked quite well. When we went back to blended classes, our use of Zoom dropped off. Instead, students would video-record speaking exercises using their phones or laptops, then upload them to Kaltura Media Assignment in their own protected folder in Moodle. Kaltura automatically creates a text file of what the student said. To provide feedback, I use ScreenPal (formerly called Screencast-O-Matic) to capture the video, highlight where a problem occurred, and record an audio/video comment. The student can see at a glance where feedback has been provided and can relate it directly to the captured text and video. This was the beginning of the Think Aloud feedback-reflection method now used to improve both speaking and writing skills, while reducing demands on instructor time. To help students make use of new software, I have come to rely more and more on instructional videos. For every app, I make an instructional video using ScreenPal. I also use H5P to create interactive HTML5 content which allows students to pause an instructional video in order to try out a software feature themselves. For most students, the video or H5P tutorial is enough, but I check during synchronous classes to make sure they fully understand. Even with these approaches, I still find myself spending a lot of time at the beginning of the term front-loading technology instruction so that we can then focus on language learning. My twiceweekly Zoom drop-in sessions really help. Students can share their screen and show me where they’re having trouble so I can help them directly. The Think Aloud Method At the beginning of a new intake of students, it’s mainly me using the Think Aloud method to provide audio and video comments as I review student exercises. However, as the term progresses, I want students to use the same method to do their self-assessments and to comment on other students’ work when asked to do so. The Think Aloud method is also used when students do an experiential task. We have six speaking assessments throughout the term. Students unable to complete one of the assessments can choose to do an experiential task as a make-up assignment. For example, the assessment task might have been to record an 8-1-1 role play in which a nurse and a caller interact. For a student who does not successfully complete the assessment task, the make-up experiential task might be to seek information from a professional – for instance, a pharmacist, an exercise coach, or a nurse – record the conversation (optional) and add a self-reflection commentary using the Think Aloud method: “I made a mistake here. I was a bit nervous when I asked this question. I didn’t use the auxiliary verb here. I didn’t ask for clarification often enough.” The student was also required to record a reflection based on this experiential task. In their reflection, they would comment on how they planned the task, when and how they conducted the conversation, and how it went. Typically, the experiential tasks are about 9-10 minutes in length. On the whole, I have found that students really like the two-way Think Aloud approach because it helps them see where they have made a mistake and learn what they need to do to correct it. It allows us to have an interactive asynchronous conversation about their strengths, weaknesses, and progression of skills. I love being in the classroom. I love meeting students and seeing them gain confidence in what they’re doing. I always say I have the best job in the world. What other job allows you to meet people CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
RkJQdWJsaXNoZXIy MzA1NjE=