Learn how to access authentic materials in the ESL classroom with QR codes!

1. Accessing Authentic
Materials in the ESL
Classroom with QR Codes
Tristan Thorne
American Language Program, Columbia University
March 27, 2015
(This is a QR code)

2. 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!

3. 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).
 Engagement
Authentic 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).

4. 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

5. 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”

6. 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

7. 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

8. Making Audio QR Codes
 Go to www.vocaroo.com or 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

9. Fill-in-the-gap

10. 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

11. RhythmPractice

12. Synthesis

13. ListeningforMainIdeasand
Details

14. Note-taking

15. SkimmingandScanning

16. 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

17. Post-lessonReviewand
Homework

18. 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)

19. References
Brown, 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.

20. Thank you!
Questions?
Free free to contact me:
tristan.c.thorne@gmail.com