1. The 6th English Education Research Institute Annual Symposium
Teacher Training
in a Blended Listening Course
Lee, Sung-Hee (Chongshin University)
Park, Sun-Mih (Chung-Ang University)
December 7th, 2012
3. POP QUIZ!
What does TED stand for?
Technology, Entertainment and Design
4. PURPOSE OF THE STUDY
• Giving Korean senior students who major in English
education a practical opportunity to select and
reconstruct listening materials as pre-service
teachers
– Pre-service teachers have a very short period of time
for teaching practice in the field.
• Exploring Korean pre-service teachers’ perceptions
about the use of the TED website for designing
listening tasks or test items to make a better teacher
training course
5. ABOUT THE COURSE: TEACHING ENGLISH LISTENING
• Participants: 36 senior students majoring in English education
at a teacher’s college in Seoul
• Duration of the project: a semester (from March to July, 2012)
• The course consisted of three main parts;
1) offline lectures, chapter presentations and discussions
based on the theories and pedagogy in the field of teaching
second language listening,
2) microteaching for middle or high school English listening
classes to practice what the students have learned, and
3) individual online project to design creative listening tasks
or test items weekly using TED Talks.
6. “BLENDED LEARNING”
• bringing together the positive attributes of online and
offline education, including instructional modalities,
delivery methods, learning tools, etc., in relation to
language teaching and learning approaches and
methods in order to reinforce learning process, to
bring about the optimal learner achievement, and to
enhance the quality of teaching and learning
(Yoon & Lee, 2010)
7. “BLENDED LEARNING”
• An approach with mixes face to face with computer
based learning of some kind (Hubbard, 2011)
• In the case of established courses, this often means
replacing part of the time preciously spent in the
classroom with time spent interacting with materials
or other learners in technology mediated settings
outside of the classroom – at home, in institutional
computer clusters or labs, or anywhere through
mobile devices (Hubbard, 2011).
12. GUIDELINE FOR WEEKLY
ASSIGNMENT: TED PROJECT
1. Go to www.ted.com.
2. Select a fun, interesting, and educational TED Talk.
- Be an autonomous learner first, then be a
prepared teacher!
3. Write a two-page report including:
1) the reason why you selected this TED Talk;
2) educational features of the TED Talk
(content,
vocabulary, grammar, etc.) and
3) creative listening tasks or test items for
middle/high school students.
13. GUIDELINE FOR WEEKLY
ASSIGNMENT: TED PROJECT
4. Upload the file on “Homework” board of E-Class.
http://portal.cau.ac.kr/E-Classteacher/Pages/E-Class.aspx
5. Share your works with other classmates.
14. EVALUATION FOR TED PROJECT
• Keep deadlines.
• Describe your ideas clearly and fully (target
students – age/proficiency level, purpose of the
task/test items, etc.).
• Suggest possible answers for your listening
tasks/test items.
• Be creative!
25. RESULTS OF SURVEY QUESTIONNAIRE
1. What did you consider when you selected a TED Talk to design your
listening tasks?
For STUDENTS For TEACHERS
• Content of the material • Convenience for
- Interesting reconstructing the listening
- Informative materials
- Educational
• Creative listening activities
• Duration of the listening time
• Relevance to the topics or
• Level of difficulty goals of textbook
- Vocabulary (i.e., jargon)
- Speech rate
- Pronunciation
- Accent (NS vs. NNS)
26. RESULTS Survey Questionnaire
Results of OF SURVEY QUESTIONNAIRE
2. Did you have any difficulties during the project?
• Limit of creativity – It was hard to make new types of
listening tasks every time.
• Selecting proper materials for target students
- Limited target students’ age, interest, etc.
- The length of listening materials
27. RESULTS Survey Questionnaire
Results of OF SURVEY QUESTIONNAIRE
3. Any suggestions to make our TED project better?
• More efficient feedback
– Online peer feedback : Not only from the instructor but also
from the classmates
• Sharing good examples in offline classroom
– The instructor could choose “TED project of the week” and
introduce it to the class.
28. RESULTS OF SURVEY QUESTIONNAIRE
4. What did you like the most during the TED project?
• I could get specific, practical, and various ideas from
other classmates’ assignments.
• I could build up my own archive for listening lessons which
will be used in the teaching practice or my future classes.
• I could enhance my English listening and presentation skills
including gesture, useful expressions, intonations, or
ability to summarize.
• I could get an opportunity to THINK in students’
stance, not just teachers’ – “How can I make my students
to participate in active listening?”
29. RESULTS OF SURVEY QUESTIONNAIRE
4. What did you like the most during the TED project?
• I could develop my ability as a teacher to select a proper
listening material not only from the textbook but also
from authentic materials – preparing the ground for
establishing teachers’ professionalism.
• I learned a lesson that I will keep studying even after I
become a teacher in the future.
• I could know that there are so many kinds of approaches
and strategies that I can use in listening classroom.
• I could reflect myself about the practical criteria for
selecting listening materials from a perspective of a
teacher.
30. RESULTS OF SURVEY QUESTIONNAIRE
4. What did you like the most during the TED project?
• I could realize and analyze my own teaching style and
preferred activities.
• I could utilize listening theories and pedagogies that I’ve
learned from the coursebook into actual teaching
practices.
• I could practice planning different listening lessons for
different target students.
• I could get chances to describe and explain about my
listening lessons logically.
31. RESULTS OF SURVEY QUESTIONNAIRE
4. What did you like the most during the TED project?
• I also could develop my English writing skills to accomplish
this weekly TED assignments as I put my thoughts into
words.
32. References
Hubbard, P. (2011). Facilitating learner autonomy in blended
learning environments. Proceedings of the Korea
Association of Multimedia-Assisted Language Learning,
15, 21-27.
Yoon, S. Y., & Lee, C. H. (2010). The perspectives and
effectiveness of blended learning in L2 writing of Korean
university students. Multimedia-Assisted Language
Learning, 13(2), 177-204.
