User:Roxette Lacap/sandbox

= E-creation Tools and Self-Made Computer-Based Resources = '''A significant part of learning is working on information and establishing something beneficial and informative for humanity. Because education's purpose is to make learners successful and productive people, the usage of IT tools will provide lots of opportunities for learners to do something about what they know. Therefore, teachers can use IT tools to engage learners through communication, dissemination, and information management. English-speaking learners (ELLs) come into our classes with a broad range of specific, special language learning needs. It is hard to speak about them all as one group — ELLs in any way reflect a wide selection of students. There is no need to say: Working with ELLs is always challenging and very satisfying as well.''' According to Lantolf & Thorne (Erben et al., 2009) to Present language learning scholars point out the significance of making learners come into close communication with the language through authentic interaction with the language they learn. Markee (as cited in Erben et al., 2009), students working together in small groups may take advantage of social learning environments that encourage language learning. E-creation tools are applications or software applications that provide the students with a free forum to publish their original work. This program has been developed in some situations for use in other fields, but ELLs can quickly modify them in classrooms. While other concepts are illustrated, we would like to emphasize how e-creation platforms, in general, contribute themselves to supporting Principle 5 of our five principles for building successful second language learning environments, namely "Construction of activities that optimize opportunities for ELLs to communicate in English with others." Web publishing sites, presentation software, exercise creating tools, and podcasting sites and software are the specific tools discussed in this lesson. The following terms are included in this chapter, which will help you appreciate how the tools are used.

===  WEB PUBLISHING  === Content is typically offered by the usage of a website for public access. Web publishing is about designing and uploading a webpage on the World Wide Web. Some sites require more knowledge of technology than others, but it is common nowadays to publish without special software on the web, other than a word processing program.

PRESENTATION SOFTWARE
Software designed for creating presentations, especially in the area of education or business, such as PowerPoin t. Some of the best presentation software are Prezi, Vyond, Zoho Show, Google Slides, Keynote, Haiku Deck, Slidedog, CustomShow, and Visme.

PowerPoint is a software application that can create teaching aids rich in content or create interactive games. As ELLs create content presentations, they create a tool better to illustrate their peers' or teachers' ideas. Using written content allows ELLs to reflect on the language they use and thus be more grammatically correct in their definitions and explanation.

PowerPoint to build similar interactive games to provide space for ELLs to review content while enjoying themselves and apply their language skills. Interactive PowerPoints can also be used to create games that are based on the language of content areas. Creating interactive PowerPoints can help an ELL learn the obligatory content language of any given topic.

EXERCISE CREATING TOOLS
This is software that creates numerous activities that can be used as tools for assessment. It may also be used to help students create each other's exercises. And such actions will continue on any e-publishing site. Google Drive Tool and Google Calendar Too l, Google Instant Hangout Tool, Qualtrics Survey Tool, and Word Cloud Tool are examples of this software. Creating exercises for the ELLs offers them a place to reinforce the ideas they are repeatedly learning. If you are working in a classroom where there is only one computer, teachers and students can use Hot Potatoes to create and store other people's activities. Such tasks will be grouped into stages and stored in the activity banks accessible for ELLs usage while they have time to learn language relevant to the knowledge of the content being known.

These websites provide descriptions of multilevel quizzes and interactive games ideal for learners of English languages. They are also strong examples of online activity banks that can be set up using activity builders, including Hot Potatoes.

● www.a4esl.org/

● www.eslactivities.com

● http://www.english-test.net/

● http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

===  MOVIE MAKER  === This software goes with Windows XP and Vista. It can be used to create movies from still pictures or from video clips. A related feature can be included in iMovie

for Mac users.

Audacity is an open software application that enables users to record voice or music such as online projects, platform, WebQuest, video, journal, etc. You may use this program to create audio for a Movie Maker film or an audio file for a podcast. Audacity is extremely useful to teachers who want to provide extra listening practice to their ELLs to improve their understanding skills.

Audacity helps everyone capture and download and edit audio files. The moviemaker is software for film creation and is used in Microsoft XP and Vista. Equipped with various tracks, it enables the production of movies from still digital images or video clips. You can also add audio files and music to the film to create a professional-looking movie. Thanks to the program's simplicity, ELLs can create short films quickly and easily on various topics that they study in their mainstream subjects. ELLs may use written language to do their projects, with a problem that needs to be addressed or the matter to be discussed. Tasks such as autobiographical or cultural narratives can also provide ELLs with a way to express their identities positively, with their limited scope of language skills.

===  PODCASTING  === This IT tool requires audio files to be distributed over a syndicated stream and replayed on video players or computers. You can access those audio files online via websites or other locations. Podcasts are exchanged to offer public information about the content.

Podcasts enable students to serialize audio files into coherent and cohesive anthologies rather than think about a collection of audio files as distinct and discrete units. Several classrooms and teachers take up the creative challenge presented by podcasts. Podcasts can be independently made, in pairs, or small groups. Music should be inserted into every podcast as a backdrop. Podcasts facilitate the creation of projects based on topics learned by the ELLs in their mainstream classrooms. Using podcasts in the classroom will provide ELLs with the opportunity to work together and create presentations on their course content.

= How to Use E-creation Tools in the Classroom = Teachers interested in utilizing technology to facilitate English language learning through project-based learning or inside a different classroom may select from a broad range of educational tools.

The teacher's particular role is to plan and organize the integration of subject- specific content material; teachers decide which technology is best suited to accomplishing an activity's pedagogical objectives.

= What is the Role of English ? = Understanding the role of English in developing effective teaching and learning materials is another aspect. Teachers ought to take a differentiating approach to project development by ELLs. While some students require direct instruction, others may learn through modeling and independent work, and yet others may work individually, guided only by questions. Using a process approach directs ELLs to work, study, and revise their language in any projects or written tasks they perform while at the same time involving their peers in the process of revision. This mediation helps the learners to improve their language skills by using technologies and social interaction. The amount of language assistance the teacher offers for specific ELLs may depend on the teachers' evaluation of their students ' language needs. Language support may also be incorporated across several strategies. These involve developing hyperlinked glossaries to support each task, operation, and initiative with lists of vocabulary terms or terms inside texts, and, if appropriate, having an online dictionary or translator accessible for the ELL. Other options for language support may include online graphic organizers created by the teacher.

= Using E-creative Tools as a Virtual Teacher = We looked at five ITs that could be utilized by both teachers and students to design modern instructional materials: PowerPoints, podcasts, Movie Maker, webpage building, and online exercise builders. Instead of unpackaging multiple IT-infused lesson plans, we want you to walk away with workableconcepts about using ITs to support the ELLs learning process. In other words, we want you to transfer these ideas on to your lessons, make them your own, and hopefully gain the impetus by generating a variety of new ways of using ITs that are unique to your classroom and your students. Since the ELLs ar struggling with their English, they are engaged in a constant cognitive tug-of- war. Will they waste time studying English or knowing their subject content? If they focus on English, they are likely to fall behind in their coursework, but they cannot get ahead with coursework if their English proficiency remains low. This is a constant problem. This indicates that the teacher, whether he or she has one or more students in the classroom that are more likely to fail or, at the very least, perform poorly on examinations and assessments without any additional support. All teachers want to do their best for their students, but combating time is an inevitable battle. Time is the one valuable resource that many teachers share. This causes quite a lot of anxiety for teachers. How can one offer all students equal learning resources, when some require more continuing help than others? The solution focuses on utilizing ITs efficiently as an engaging method inside classes. Students can quickly switch between different instructional management styles (student-centered versus teacher-faced, unified versus unilateral instruction). Even in a classroom with one computer, do not let it just sit on your desk or in the corner.

= REFERENCES = This research explains further how micro-evaluation can improve a task-based learning program. It also describes how task-based learning can stimulate acquisition processes and the theoretical rationales that have guided research into them.


 * Sanchez, A. (2004). The Task-based Approach in Language Teaching. O Servicio de Publicaciones. Universidad de Murcia. IJES, vol. 4 (1). 2004, pp. 39-71 retrieved from: https://files.eric.ed.gov/fulltext/EJ1072205.pdf
 * Farr, F. & Murray, L. (2016). The Routledge Handbook of Language Learning and Technology, Abingdon, OX: Routledge & Ney York, NY: Routledge
 * Tomlinson, B. (Ed.). (2011). Materials development in language teaching. Cambridge University Press.