Table of Contents

Aims and Objectives

1. To understand how MALL can be integrated into the teaching

practice
2. To be familiar with MALL content and learning tools for
teaching and learning four language skills
3. To select appropriate MALL materials for teaching and learning
four language skills
4. To produce MALL lesson plans for teaching and learning four
language skills
5. To create activities and tasks appropriate for the MALL lesson
plans

Part 3 Integration of MALL into the Classroom

Part 3 Integration of MALL into the Classroom

The use of ICT and multimedia requires some time for technical and
pedagogical preparation including some knowledge and experiences of
hardware and software.
New or advanced technologies such as PLDs and social media require working
knowledge of ICT and result in changes in the role of teachers and learners.
Teachers will need to integrate their existing teaching practices with
technology, which may be different from the conventional teaching tools that
the teachers are familiar with.
Inappropriate use of ICT and multimedia causes negative attitudes towards
MALL for both teachers and students.
The importance of hands-on practice and actual use of the computer and
social media in the language classroom

Part 3 Integration of MALL into the Classroom

Part 3 Integration of MALL into the Classroom

The main factors in the successful use of computers in FLT&L
Technical preparation
Pedagogical preparation
Actual use of computers in language classes
The importance of pedagogical preparation
Teachers need to keep in mind that whether or not MALL content is
suitable for certain tasks or situations depends on how it is used (Windeatt,
1990; Windeatt, Hardisty, & Eastment, 2000).
The content can be integrated into a variety of syllabi, tasks and activities in
FLT&L, through flexible and imaginative methodological approaches.
Teachers questions before using content (Windeatt, 1990)
1) What is the content intended to teach or practice?
2) What does the content actually teach or practice?
3) How can it be used with your students?
4) What are possible shortcomings of the content?
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Part 3 Integration of MALL into the Classroom

Part 3 Integration of MALL into the Classroom

For the effective and successful use of multimedia and MALL content,
1) Teachers and students need to be familiar with their basic properties and
functions.
2) Teachers and students need to know what MALL content can do in FLT&L.
3) Teachers and students need to find out how MALL content can be used in
developing specific language skills.
The aims of this chapter
1) To understand how to integrate MALL into a variety of contexts in the
language classroom
2) To produce MALL lesson plans including tasks and activities for real
language classes.

01 I Listening
A wide array of pseudo-authentic audio and audiovisual materials comes into
use as valuable resources for the development of L2 listening skills.
Sounds and videos from websites
CNN student news (http://www.cnnstudentnews.com)
NPR (National Public Radio) (http://www.npr.org)
Voice of America (http://www. voa.com)

Taxonomies of listening activities help diversify and select the most effective
activity for the material (Brown, 2007b; Byrne, 1986; Ur, 1984).
Matching the activity and the content is highly significant at times and can
make teaching and learning listening more motivating and effective.
Recent trends in teaching practice of L2 listening comprehension also
encourage interaction between/among learners as a way to have learners coconstruct the content (Goh & Taib, 2006; Vandergrift & Tafaghodtari, 2010).
Teaching methods and techniques for listening are presented with a sample
MALL lesson plan, using an authentic audio clip and authoring tools for
improving listening comprehension and strategies.
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01 I

1. The Audio Material for Teaching Listening

The audio clip: All tech considered, a special series provided by the NPR
NPR (http://www.npr.org) runs multiple programs ranging from up-do-date
news to in-depth discussion of certain social and international issues to culture.
Content of the audio clip
How technology divides generations
(http://www.npr.org/templates/story/story.php?storyId=105751918)
Including an interview with experts and the host presenting the coverage
Edited to control the length and insert pauses when there is a paragraph
switch that roughly corresponds to the content changes, using Goldwave
Tagxedo (http://www.tagxedo.com) and Hot Potatoes (http://hotpot.uvic.ca)
were used in the pre- and while-listening stages.

01 I

1. The Audio Material for Teaching Listening

Figure 8.1 The screenshot of an audio clip

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01 I

2. A Sample Lesson Plan for Listening Using an Audio Clip

A brief introduction to how the learning tools and content can be adapted and
blended in intermediate to advanced levels listening classes
Starting with introduction on how to prepare the setting and the students,
moves on to how the main listening activities are instructed, finally wraps up
by a short post-listening activity.
Lesson plan

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Title

The clashes of ages: How technology divides workers

Theme

Listening to an authentic audio clip

Aims

To practice listening for the gist and detail in an audio clip on the
Web and to employ appropriate listening strategies

Level

Intermediate and above

Time

50 minutes

01 I

2. A Sample Lesson Plan for Listening Using an Audio Clip

Preparation

Hardware
- One computer per student (or group of three to four students)
with an Internet connection
- A beam projector and a whiteboard
- An individual MP3 players or PLDS in case an individual
computers are not available.
Software
- Audio clip, The clashes of ages: How technology divides
workers from National Public Radio (www.npr.org)
- Other Websites providing authentic audios or videos
- Goldwave, Tagxedo, and Hot Potatoes
- Real player, Window Media Player, etc.

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01 I

2. A Sample Lesson Plan for Listening Using an Audio Clip

Procedures

Pre-computer work: Pre-listening (10 minutes)

- Give an overview of the class and a concise introduction to
how to download the main audio file, open the main listening
activity, and operate control functions.
- Divide the students into groups of three or four.
- Lead the students into the topic by giving a general question
on the topic using the available advance organizers (e.g., title,
questions, images) to activate any prior knowledge
- Have the students make predictions of words using a word
cloud and provide a matching activity to check vocabulary.

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01 I

2. A Sample Lesson Plan for Listening Using an Audio Clip

Procedures

13

Computer work: While-listening (30 minutes)

- Have the students listen to the first segment of the audio clip
as a whole class and ask a question on the main idea or what
is expected. Ask them how making predictions using clues
help themselves get prepared.
- From the second segment, have the students listen to it
individually and give them time to interact with peers to
collaborate on what they understood.
- As the students collaborate, encourage them to confirm by
re-listening to the clip and resolve differences.
- Upon completion of one or two segments, play them back to
the whole class and provide feedback.
- Repeat this cycle as target segments are covered.

01 I

2. A Sample Lesson Plan for Listening Using an Audio Clip

Procedures

Post-computer work: Post-listening (10 minutes)

- Get the students into groups of three or four.
- Have the students discuss the segments that they had difficulty
with and how they resolved those problem areas.
- Have the students complete the questionnaire for listening
strategies and compare the results of other members.
- Have them share effective ways to resolve problems they
experienced as a whole class.

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01 I

3. Teaching Methods and Techniques for Listening

Pre-computer work: Pre-listening
Primary goals of pre-listening
To activate the students prior knowledge using advance organizers or
related texts, images and even videos, and second
To inform background knowledge and vocabulary in order to make
predictions on what is to come
A general question is given to the students to think about and a visual word
cloud with concrete words used in the clip is presented.

Lead-in
Prepare the title and related images and show them to the students.
Pose a general question regarding the title (e.g., what do you think it means by
The clashes of ages: How technology divides workers) to whole class.

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01 I

3. Teaching Methods and Techniques for Listening

Activity: Making predictions
Present a word cloud prepared (e.g., using Tagxedo) through the projector to
whole class and give them time to browse the words and think briefly how
these words relate to the title.
Have the students break into groups of three or four and make predictions of
the content using the sample word cloud.
Once the students share ideas and come up with some predictions, have them
present to the whole class.
Have them explain how their prediction relates to the specific words in the
word cloud.

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01 I

3. Teaching Methods and Techniques for Listening

Activity: Making predictions

Figure 8.2 A sample word cloud

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01 I

3. Teaching Methods and Techniques for Listening

Activity: Vocabulary check
Present the J-match activity on the words and definitions and have the
students do the matching.
Read each word for them with accurate pronunciation and have them select
the definition. For instance, ask What does it mean by a baby boomer? and
have the students read the definition aloud.
As the students answer, refer to the matching activity and have the students
confirm on the screen.

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01 I

3. Teaching Methods and Techniques for Listening

Activity: Vocabulary check

Figure 8.3 A pre-listening activity (JMatch) for checking vocabulary

19

01 I

3. Teaching Methods and Techniques for Listening

Optional activity 1
A URL to the prepared activity can be distributed to individual students (e.g.,
matching or multiple choice questions in Hot Potatoes). Have the students work
on the meaning of the new words in context individually on their computers.
Optional activity 2
Lists of words can be given with concrete contexts (e.g., with a sentence or a
short paragraph), and have learners guess the meanings of words using the
context clues.

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01 I

3. Teaching Methods and Techniques for Listening

Computer work: While-listening
The main listening and comprehension activity is performed.
The students can work individually, and then they are encouraged to
collaborate on the meaning by confirming and resolving differences.
Various types of activities: multiple choice questions, true/false question,
short answer question, cloze test, and dictogloss or reconstruction of the text
A few of them can be combined depending on the extent of clues the
students might need.
The student-led listening activity is generally followed by the teachers
feedback and additional instruction on useful listening strategies or techniques
regarding the particular problems the students might have had.

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01 I

3. Teaching Methods and Techniques for Listening

Listening comprehension
Starting with looking for the main idea and then the details
To create a multiple choice questions that address both the main idea and main
details using JQuiz from Hot Potatoes
The strategic scaffolding: helping the students to make another attempt based
on the clue provided (clicking the question mark)

Figure 8.4 A comprehension activity (JQuiz)

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01 I

3. Teaching Methods and Techniques for Listening

Activity: Getting the main idea and details
Get the students to listen to the first segment and choose the right answer to
the question. The first question regards the main idea of the whole clip that
requires a top-down approach.
After the first round of listening, get the students to confirm and compare
what they understood about the segment with others.
When the students answer the question and express uncertainty over their
choices and comprehension, guide them to the scaffolds provided and let
them re-listen to the segment. Scaffolds are accessible at the click on the
question mark at the beginning of each statement.
After having the students check the scaffolds, allow them to listen to the
segment individually using the embedded audio clip above the questions.
When the cycle is over, provide feedback and move on to the next segment.
When all segments are covered, re-play all the segments, stop, and then give
further clarifications as needed.
Provide the transcript for further clarification.
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01 I

3. Teaching Methods and Techniques for Listening

Optional activity
Different types of comprehension activities such as filling out information
grids, short answers, and making a summary can replace the activity in the
lesson plan. Also, a mixture of activities in accordance to the content of the
segment can also be considered as an option.

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01 I

3. Teaching Methods and Techniques for Listening

Post-computer work: Post-listening
A stage where the content and topic is expanded by engaging the students in a
practice of another language skill such as speaking, reading, or writing.
A short discussion or a debate can promote students speaking skills with
the same topic
As for reading skills, the students can be encouraged to read a passage on a
related topic.
A writing activity based on the reading or summarizing the content can be a
good example of expansion activity for main listening.
The students discuss and share the segments that they had difficulty with and
how they resolved those problem areas.
The metacognitive awareness listening questionnaire (MALQ) (Vandergrift,
Goh, Mareschal, & Tafaghodtari, 2010): a validated questionnaire made up
of 21 statements on L2 listeners metacognitive strategies
MALQ leads the students to reflect and reinforce general and specific
listening strategies.
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01 I

3. Teaching Methods and Techniques for Listening

Activity: Consolidation of listening strategies
To go over the MALQ and compare with those of other members
To keep track of the changes by doing the questionnaire at a certain interval
Planningevaluation
Directed
attention
Person
knowledge
Mental
translation
Problemsolving
Directed
attention
Problemsolving
Person
knowledge
Problemsolving
26

1. Before I start to listen, I have a plan in my head for how I am going to

1 2 3 4 5 6
listen.
2. I focus harder on the text when I have trouble understanding.

1 2 3 4 5 6

3. I find that listening in English is more difficult than reading, speaking, or

1 2 3 4 5 6
writing in English.
4. I translate in my head as I listen.

1 2 3 4 5 6

5. I use the words I understand to guess the meaning of the words I dont
1 2 3 4 5 6
understand.
6. When my mind wanders, I recover my concentration right away.

1 2 3 4 5 6

7. As I listen, I compare what I understand with what I know about the topic. 1 2 3 4 5 6
8. I feel that listening comprehension in English is a challenge for me.

1 2 3 4 5 6

9. I use my experience and knowledge to help me understand.

1 2 3 4 5 6

01 I

3. Teaching Methods and Techniques for Listening

Planningevaluation
Mental
translation
Directed
attention
Problemsolving
Planningevaluation
Person
knowledge
Directed
attention
Problemsolving
Mental
translation
Problemsolving
Planningevaluation
Planningevaluation
27

10. Before listening, I think of similar texts that I may have listened to.

1 2 3 4 5 6

11. I translate key words as I listen.

1 2 3 4 5 6

12. I try to get back on track when I lose concentration.

1 2 3 4 5 6

13. As I listen, I quickly adjust my interpretation if I realize that it is not

1 2 3 4 5 6
correct.
14. After listening, I think back to how I listened, and about what I might do
1 2 3 4 5 6
differently next time.
15. I dont feel nervous when I listen to English.

1 2 3 4 5 6

16. When I have difficulty understanding what I hear, I give up and stop
1 2 3 4 5 6
listening.
17. I use the general idea of the text to help me guess the meaning of the
1 2 3 4 5 6
words that I dont understand.
18. I translate word by word as I listen.

1 2 3 4 5 6

19. When I guess the meaning of a word, I think back to everything else that I
1 2 3 4 5 6
heard, to see if my guess makes sense.
20. As I listen, I periodically ask myself if I am satisfied with my level of
1 2 3 4 5 6
comprehension.
21. I have a goal in mind as I listen.

1 2 3 4 5 6

Tasks for Study and Discussion

Create a teaching plan on the listening skill for your target students.
Make sure to use various ICT and Web content to meet the goals and
objectives of your lesson based on the sample lesson plans.
Remember to provide theoretical background and materials, lesson plan, and
teaching methods and techniques.
Work individually, and then share your work with your partners.

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