ADAPTATION OF KWL CHARTS TO THE INTERNET AND THE USE...

Cilt 15 - Sayı 27, Haziran 2012 403

ADAPTATION OF KWL CHARTS TO THE INTERNET AND THE USE OF WEB PAGES IN ENGLISH LANGUAGE TEACHING

KWL KARTLARININ INTERNET ORTAMINA UYARLANMASI VE WEB SAYFALARININ İNGİLİZ DİLİ EĞİTİMİNDE UYGULANMASI

Fatih YAVUZ1

ABSTRACTThisarticledescribestheuseoftechnologyinEnglishlanguageteachingand

examinestheuseandtheapplicationofwebpagesinELT.Afterabriefinvestigationofthemainissuesoftheuseofwebpages,theintegrationofthemtothemoderncommunicativeapproach isanalyzed.Later in thepaper thestudiesofusingwebpagesinELThavebeenstatedwithexamples.ThelastsectionofthestudytriestodescribeKWLchartsanditsapplicationtotechnologyinELT.

ÖZETBu makale dil öğretiminde teknolojinin kullanımını tarihsel boyutta

irdeledikten sonra web sayfalarının dil eğitiminde kullanımı ve uygulamasını incelemektedir. Web sayfalarının dil eğitiminde kullanılmasında esas olacak unsurlar gözden geçirildikten sonra modern iletişimsel yaklaşıma entegrasyonu anlatılmıştır. Daha sonraki bölümde ise web sayfalarının dil eğitiminde kullanımı örneklendirilerek anlatılmıştır. Çalışmanın son bölümünde ise KWL kartlarının yapıları incelenmiş geleneksel eğitimin yanı sıra teknolojiye uygulanması yine örneklendirilerek anlatılmaya çalışılmıştır.

ÖZProblem Durumu: Dilöğretimigelenekselöğretimdenmoderniletişimsel

öğretimegeçerkenteknolojidegelişmelerideöğretimyönteminevedemüfredatınadahiletmiştir.Teknolojiningenelanlamdaeğitime,özelanlamdaisedileğitimineuyarlanmasıhaladevamedenbirtartışmadır.Alandayapılançalışmalarteknolojinindilöğretiminidahakolaylaştırdığınıvedeetkileşimselkıldığınıgöstermektedir.

Araştırmanın Amacı: Buaraştırmada,İngilizceöğretimininteknolojiileentegrasyonunuaçıklanmışveyöntemolarakESAmodeliörneklendirilmiştir.

Yöntem: WebsayfalarınınveinternettenyararlanarakKWLkartlarınındileğitimindekullanımıbetimselolarakanlatılmışveuygulamalıolarakörneklendirilmesiESAModellemesinegöreyapılmıştır.

1 Yrd.Doç.Dr.,BalıkesirÜniversitesi,YabancıDillerYüksekokulu

Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

Cilt 15 - Sayı 27, Haziran 2012404

Bulgular ve Sonuçlar: BuçalışmaİngilizceöğretmenlerininWebsayfalarınıESAmodelinegörekullanmalarıiçinörnekçalışmalarortayakonulmuştur.

Öneriler: İngilizceöğretmenlerininESAmodelindenyolaçıkarakdilöğretimindekidiğeryöntemvetekniklerideteknolojiyeuyarlamalarıvewebquestkullanımıönerilmiştir.

Anahtar Sözcükler: İngilizceöğretimindeteknoloji,KWLkartları,Websayfasınındileğitimindekullanımı,internettabanlıteknolojikullanımı,dileğitimindeteknolojikullanımınıntarihi.

ABSTRACTProblem Statement: Language teaching has included the technological developments into the

methodology and curriculumwhile it was changing from traditional methods tomoderncommunicativeapproaches.

Purpose: ThisresearchaimstoexplaintheintegrationoflanguageteachingwithtechnologyandESAmodelhasbeenexemplified.

Method:TheuseofKWLchartsinlanguageteachinghasbeendescribedtheoreticallyandsampleshavebeengiveninapplication.

Findings and Results: ThisstudyprescribessamplestudiesinESAmodeltofitinternettechnologyforEnglishTeachers.

Recommendations: ItisrecommendedthatfurtherapplicationsshouldintegrateothertechniquessuchastheuseofwebquestsandapproachesintotechnologyinEnglishLanguageTeaching.

Keywords: TechnologyinEnglishLanguageTeaching, KWLcharts,WebpageuseinELT,internetbasedtechnologyuse,historyoftheuseoftechnologyinELT


INTRODUCTIONThe use of technology in language teaching is not new. Even the most

traditional method, Grammar Translation Method (GTM) has used blackboard,overhead projector and later developed software programs for drilling exercises.(WarschauerandMeskill,2000).FollowingGTM,Audiolingualismhasusedthe language labs (Harmer, 2001). From those amateurisms to our currenttime, technologicaldevelopmentshaveopenednewsights to theeducationalteachings.Theuseoftechnologyforeducationinourageistobeabletousethe computers for educational purposes.Not only the programsor hardwareinnovationsbutalsotheir immediatereflectionsin theteachingof languagesarepopularinthiscentury.Thisarticlefirstexaminesthehistoryoftechnologyuse in English Language teaching and later describes the use of internet inEnglish Language Teaching (ELT) and finally gives suggestions for theteachershowtoapplyinclassroomsettings.

1. THE IMPORTANCE OF THE USE OF COMPUTER TECH-NOLOGY IN ELT

If we can now use a word processor through a computer, it is thetechnologytranslatedintoourmothertonguewiththehelpofforeignlanguageknowledge.Why all Microsoft software programs are all in Turkish is notbecause of Bill Gate’s the perfect command of Turkish language but thetranslatorsfromEnglishintoTurkish.Thedevelopmentoftransportationhastriggered the improvement in communication so there emerged the need tounderstand the one who we meet. This importance of language education,many years in Turkey, was neglected and the development of educationaltechnology was not integrated into education.What’s happening in the restof theWorldwassofastandamazinginasensethatanonlinevirtualworldcalledSecondLifehasalsocreatedanintriguingnewspaceforvirtualclassroomsthatactverymuchlike‘real-life’classrooms.(Beare,2008)SowearetardyperhapsbehindtherealworldoftechnologiceducationinELT.AcurriculumincludingtheuseoftechnologyinELTwouldfacilitatethelearningofstudentsimplicitly.Ifthetrendisonthecomputersandinternetsoournationallanguageeducationcannotbedetachedfromthoseabove.ThisarticlewouldhencefocusontheuseandintegrationofcomputertechnologyinELTinTurkey.

Yabancı Diller Eğitimi Anabilim Dalı



2. THE HISTORY OF TECHNOLOGY USE IN ELT IN TURKEY. Thedevelopment ofComputerAssisted language learning is divided into

three distinct phases; behaviourist, communicative and integrative. (Warschauer,1996)WewillanalysethereflectionofeachphaseinTurkishELTeducation.Thedevelopment of computer use in Language learning technology was so isolatedinELTpolicyinTurkeythatweneednotgomuchpasttomentionthehistoryofit use in ELT in Turkey. The traditional GrammarTranslationMethod relied onthe non-interactive blackboard, the oneway transmissionof the instruction, laterenhancedbyoverheadprojectorandfinallycomputersoftwareprogramsforexercisepurposeswere included in the syllabus.This reflection of language learning andteachingwasthesameorderinTurkeybuteachsteptookmoretime. Latertheaudio-lingualismusingthelanguagelabstookitsplacebutbecauseoftheunpopularityofthisbehavioristmethodwithouthavingthechancetousethecomputersforaudioprograms it disappeared quickly. But the individual effects of the methodologycreated computers exercise programs which were designed on the conditioningphilosophyeachquestion/drillbeingeitherrightorwrong.ThiswastheteachingofEnglishexplicitlyfocusingonform.Thistermwascalledasthebehaviorist.

From thebehaviorist teaching tomentalist approaches such asTheSilentWay, Community Language Teaching etc. technology is seen as home basedcomputerstudiesplannedtofeedschoollearningandtrialstomakethelanguagemorecommunicativeshoweditselfaspreparingskillpracticesthroughlanguagegames,reading and text reconstruction. (Moras, 2001) From tradition to communicativephase,wecanwitnessamoreefficientuseofcomputerswiththereflectionofCALLtothenationalsettings.ThelaststageisintegrativecallwhichisbasedonmultimediacomputersandtheInternet.ThisarticlewillbecenteredtothisphaseofCALL.

3. APPLICATION Theintegrativeapproachesaretodaytryingtointegratewhatevernewin

theWorldtotheuseoftheeducation;inanarrowsensetolanguageeducation.ThispartofthearticlesearchestheintegrationofinternettoELTandsuggestssamplecoursesfortheteachersofELT.

4. THE USE OF WEBSITES IN ELTTherearemillionsofwebsitesdesignedforELTpurposes.Asour

studentsinawayprefersurfingonthewebtothetraditionalhomework,we


shouldtakeuseofthewebpagesforourownteaching.AccordingtoDudeneyandHockly(2007),beforewetrytoapplyawebpageinELTsetting,weshouldbevigilantifthatwebpageconformstothecriteriabelow:

1. Accuracya. Whowrotethepage?Isthispersonanexpertinthesubjectmatter?

Checkthequalification,experience;lookforan‘aboutme’link.b.Isthepagecontentreliableandfactuallycorrect?Cross-referencewith

othersimilarwebsitesandencyclopedias.2. Currencya. Isthecontentup-to-date?Checkfactualinformationagainstother

reliablesources.b.Whenwasthepagelastupdated?Checkfactualinformationatthe

bottom/topofthepage.3.Contenta. Isthecontentinterestingandstimulating?Considerthecontentfrom

yourlearners’pointofview.b. Isitattractiveandeasytonavigate?Checkthecolorcombinations,the

logicofthelinksandvisualstructure.4. Functionalitya.Doesthesiteworkwell?Arethereanybrokenlinks?Besuretocheckall

pages,andfollowalllinkstoallpagesyouintendtouse.b.Doesitusealotoflargefilesoralternativetechnologies(e.g.flash)

Checkhowquicklyitloadsforlearners;checksound,videoandanimationwork.Afterwehavemadesurethatthewebsiteobeysthecriteria,the

nextstepistomakethelearnersusethatwebsiteinalanguageteachingframe.Whereasthetraditionalteachingcanbedividedintothreephasestraditionallyaspresentation,practice,production,inhisbookHow to Teach EnglishJeremyHarmerproposedadifferentthreestagemodel,theESAmodel:Engage,Study,Activate.(Harmer,1998)

EngageinHarmer’stermisthepointinateachingsequencewhereteacherstrytoarousestudents’interest,thusinvolvingtheiremotions.Engagementcanbetriggeredbyactivitiesormaterialssuchasgames,music,discussionsstimulatingpictures,dramaticstoriesetc.

Studyisthephasewheretheengagedstudentsareaskedtofocusinonlanguageandhowitisconstructed.




ActivateisthelastphaseofthestandardESAstyle-becauseESAmodelhasothervariationssuchasEASAorEAASASEA–whichdescribesexercisesandactivitiesdesignedtogetstudentsusinglanguageasfreelyand‘communicatively’astheycan.(Harmer,1998p.37-41)

WebpagescanbetaughtinthecommonEngageStudyActivate(ESA)modelindifferentways.

4.1. How can a website be taught in ESA model.The language teachersarealways inadilemmaofusingawebsite in

theircoursesandnotknowingthetechniquetoapplyitintheclassroom.WhatthisarticleoffersistointroduceawayforthelanguageteachersinTurkeytoincludewebsitesintheirteaching.

VerybasicuseofESA(whichcanbeextendedtomoreE’s,S’sandA’s)couldbediscussinganissuewiththestudentsafterwarmingthemupforthecourse(E)thenaskingthemtogathermoreinformationonthenetbygogglingtheissueinoroutoftheclassroom(S)andpreparingareportorpresentationforthenextcourse(A).ThisverybasicESAmodelcanbeillustratedasintheexamplebelow:

Atapreorintermediatelevelstudents,aftergreetingthestudents,theteacher opens the discussion by directing a question to the students “Haveyou everwondered the life of the lions in thewild?Howdo they take careoftheiryoungbabiesorwhatelsewouldyouliketolearnaboutlionfamily?Gettingthepreferencesofthestudentstheteachermakesalistofthequestionsabout the lions.After engaging the students to the topic, the teacherwouldclarify eachquestionboth in formandmeaning.Now it is the studypart ofthe course. The teacher would group the learners into four; one writes thequestionstheteacherassignsfromthelist,anothergogglesandliststhewebpagesfortheanswersofthosequestionsforactivation,anotherlooksfortheappropriatenessofthosewebpagesaccordingtothecriteriamentionedaboveandthelastisthespeakerofthegroup.Thispartisthestudy partofthecourse.Thelastpartcanbethegroupbygrouppresentationofwhattheyhavelearnedabout the lions.Afterallgroupshavefinishedtheirpresentation,most ifnotallofthestudentlistedquestionswouldbeansweredandthecombinationofpresentations canbemadealtogetherwith the supervision of the teacher tomakethewhole.Thisiscalledtheactivationpartofthecourse.Iftheteacher


hasmoretime,hecanintegrateanotherskillintohis/hercoursebyaskinganimaginative question such as; “Howwould your life be, if youwere a lion/lioness?”Thisquestioncouldtriggeranotherengagementforwritingskillsofthelearnersandtheprocesscouldcontinuethiswayasmuchastheteacherorthelearnersareinterested.

4.2. How can a Website fit into the KWL chart?KWLisaninstructionaltechniqueknownasK-W-LcreatedbyOgle(1986)

forreadingskillsimprovementpurposes.Eachletterissymbolizingthethreestepsofaclassroomstudy.Teacherstriggerstudents’previousinformationbyaskingthemwhattheyalreadyKnowaboutthetopic;thenstudentsingroupssetgoalsstatingwhattheyWanttolearn;andthelaststepisafterreadingstudentsdiscusswhattheyhaveLearned.Thischartisshapedasbelowinaworksheet.

Student(s)name(s):Topic:

Studying aweb page can be applied to fit aKWL chart by applyingtheESAmodelintothecolumns.ThefirstcolumnmatchestheEngagepart,thesecondtoStudyandthelastisActivationpart.TheprocedureappliedinESAcouldeasilybeintegratedintotheKWLcharttoo.Whilethefirstcolumn




is filled in the classroombygroups to engage the learnerswith the subject,thesecondcanbethewebpagestudyandanalysisandthelastcolumncanbefilledaftereachgroupmakesapresentationabout the topic.AsampleKWLchartfromKathrynRolph’sElectronicTeachingPortfolio(Rolph,2011)canbegiventoshowhowaKWLchartreallyworks.

5. CONCLUSIONFromtraditionalismtomodernagelearninghasalwaysbeenfacilitated

withmaterials.Withtheadvanceoftechnologyineducation,languageteachinghasalsoextendedtheuseofcomputerandinternetbasedapplicationsintothecurriculumandclassroom.ThemainproblemforthefieldisthattheteacherswhoaregoodatteachingalanguagemaybeunfamiliartotheuseoftechnologyinELTclassrooms.ThispapertriestogiveanideatotheELTteachershowtobenefitfrominternetandusewebpagesforthegoodoflanguagelearning.AlsothepopularKWLchartistriedtobeappliedtothewebpagestudyinginELTclassrooms.ThemoreELT teachers are engagedwith the internet the easier


itcouldbetoteachthelearnersperipherally.Forafurtherstudy,WebquestscanbetriedtobeintegratedintothelanguageteachinginTurkey.Thiswoulddecreasethegapinlanguageteachingbetweenournationalpolicyandwhatitshouldbe.

REFERENCESBeareK.(11Mayıs2008).TeachingEnglishinSecondLife<http://esl.about.com/b/2008/11/05/teaching-english-in-second-life.htm>Warschauer,M.(1996).Computer-assistedlanguagelearning:An

introduction.InS.Fotos(Ed.),(pp.3-20).Tokyo:LogosInternational.MyTELUS(29Ekim2010).Homepage.<http://www3.telus.net/linguisticsissues/CALL.htmlErişimtarihi

29.10.2010 >Harmer,Jeremy:HowtoTeachEnglishLongman1998Dudeney,G.,&Hockly,N.(2007).HowtoteachEnglishwithtechnology.

Longman:Harlow,Essex,England.LearningpointAssociate(2004) <http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm>

(2011,January25)Rolph,K.(26Ocak2011).Homepage<http://sitemaker.umich.edu/kathrynrolph/introduction>(2011january26)


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