Websites for Listening, Speaking, and Pronunciation
At the end of the session you will have:
a plan for an instructional website
guidelines on effective websites
examples of how to use the web
for listening & speaking
guidelines for using sound and
video on the web
an understanding of the technology
that you will need to download or buy, skills you need to learn, time it will
A note about this session
are focusing on the planning and design of great listening and speaking web
sites. This is not a “how to use an HTML editor” session.
how to make a web page is the easy part. Learning how to make a good web
page is what we will cover.
Step 1 – How
can you use the Internet for listening and speaking?
Why would I want
to use the Internet for teaching pronunciation?
highly motivating atmosphere
students can work on their own
or in a lab
students can work at their own
audio & video clips can be
played more than once
a vast array of timely, authentic
materials is available
students can hear a wide variety
students to valuable technology skills
What activities can we do?
Listen to/watch material created
for the ESL Learner
Listen to/watch authentic material
Listen for specific purposes (a springboard for
Visit sites for the ESL learner to study and practice
Visit authentic sites for discovery activities
Make recordings and post them on a web page
Listening & Speaking
News Web Quest
Listening & Pronunciation
listening for tense
listening for word endings
Step 2- Deciding
on your web site goals
Content learning goals
q What are your class objectives?
q What are your students’ personal goals?
q Do students have to pass there any sort
of departmental evaluation or exam?
Technology learning goals
How can you add real value to
Will the technology you choose improve an aspect
of the course?
Are you concerned with students
accessing technology (reading or listening to a web page) or creating a product
using technology (making a web page, making PowerPoint slides, etc)?
Matching objectives to appropriate technology
q Remember, your choice of technology should
be based on your learning goals, not vice-versa.
Knowing your audience
Are your students familiar with
“surfing the Internet”?
How much time outside of class
do you expect students to be able to work on technology-related projects?
Are you assuming that most of
your students have home computers?
What technology skills are you assuming that your
students already have?
Technology resources (including free software)
q See handout
q Your time
q Your support
q Student helpers
q IT Support
q Instructional Design Support
q Campus technology workshops
Considerations when digitizing audio and video
q Quality vs. file size and download time
q Audience’s technology
q Multimedia applications
Step 3 - Make
q Make a list of things you want on your website –
Make a flow chart of how these
things should be linked
Step 4 - Development
and Implementation Considerations
q Alternative formats
q Alt tags
q Bobby http://www.cast.org/bobby/
q Pictures of your web page
q Notes about
q Learning goals
Effective instructional website criteria
Based on Khan, B. and Vega, R. (1997) "Factors
to Consider When Evaluating Web-based Instruction Course: A Survey." In
B. Khan (Ed) Web-based Instruction. New Jersey: Educational Technologies Publications.
Clear layout that makes it easy
to access the information you
Information on each page limited
to a reasonable amount
Use of the web consistent with the objectives
Students receive feedback
Access to the instructor provided
Student usage followed (by computer or teacher)
Course content accurate, interesting and engaging
Different learning styles addressed
Navigation and organization:
q Simple, clear consistent navigation
q Clear organization
q Structure of site helps students discern
the relevance of information
q Clear language
q Lowest common denominator technology
q Student technical support
q The material is easy to access (loading
speed, technology needed, availability of lab time,etc.)
q Alternative formats provided when possible
q Is there an opportunity for students to
provide feedback on the website?
q Does the course take advantage of the capabilities
of the technology?
q Is security for the website adequate?
Step 5 - Sharing Your Design & Plans
q Participants share ideas and critique each
others plans in small groups and discuss potential stumbling blocks with the
Thanks for coming
Arudel Community College