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AMAZONIA UNIVERSITY FACULTY OF EDUCATION ENGLISH LANGUAGE PROGRAM DIDACTICS II COURSE

TEST SPECIFICATION DESCRIPTION

LANGUAGE DOMAIN: listening comprehension, writing, reading comprehension, and speaking skills TEST TAKER: LEVEL: Advance II Amazonia University COURSE: Didactics II PURPOSE: The purpose of the test is to evaluate the proficiency of the students and their knowledge toward the topic Using technology in ESL/EFL classroom, measuring the four skills FORMAT: Listening: specific questions about the video Top 10 reasons to use technology in education Writing: Write a paragraph according to the video and their own experience Reading: Multiple choice with a single answer Speaking: Rubric (Accuracy, vocabulary, fluency, interaction, communication) STIMULUS:

Listening: video Writing: video, previous knowledge and experiences Reading: A text about the topic Speaking: A quote taken from the video (debate)

SCORING: Checklist an rubric. Each skill is going to have 1.25 point.

AMAZONIA UNIVERSITY FACULTY OF EDUCATION ENGLISH LANGUAGE PROGRAM DIDACTICS II COURSE Name:____________________________________ Date: ____________________

Using Technology in ESL/EFL Classroom - Test


A. Listening Comprehension: Watch the video Top 10 reasons to use technology in education and
then answer the following questions according to what you watch and listen to.

1. Write 5 reasons for using technologies in the classroom according with the video. Students love it
It makes life easier for teachers Improve test scores Encourage homework Professional development

2. According to the beginning part of the video, why is it important to use technology in education? Using new technology is the future of education system; they are great tools for students to learn.

3. Named the four key components to learning engaged by using technology in the classroom.
Active engagement Participation in groups Frequent interaction with people Connection to real world aspects

4. How can students learn from the experts when teachers use technology? Encourage students to contact with people and teachers around the world. 5. Why does technology make life easier for teachers? It facilitates the development of lesson plans, grading, meeting with parents.

6. What do you think about "with technology we can remove obstacles in the classroom"?

B. Writing: Write a paragraph about the use of technology in ESL/EFL classroom comparing the video
with your own experience as student and teacher.

C. Reading Comprehension: Read the text below and answer the questions selecting just one answer
per question.

Use of Technology with ESL Students Mary Masterson IT 8420 Teachers of English to Speakers of Other Languages (TESOL) has developed standards of access that should apply to ESL students. All ESL students should be provided a positive learning environment. They should be provided an appropriate curriculum, have access to all services within the school, and have fair and equitable assessments. Many ESL teachers have chosen technology to aid in satisfying these standards. TESOL has further defined goals for ESL students. Students should be able to use English to communicate in social settings. This includes reading, writing, speaking, and understanding English. Students should also be able to use English to advance academically. This means that students must be able to master curriculum that is presented in their new language, English. Therefore, most ESL teachers emphasize content specific language and concepts. Lastly, students should be able to use English in culturally appropriate settings. The attainment of this goal will help ESL students to become a part of the school and its culture. Teachers have chosen a variety of technologies to help in educating ESL students. In some instances the older technologies of audiotapes, language masters, televisions, and videotapes are still utilized. Audiotapes are used in listening centers, and in some cases with home projects. Language masters are still used as listening and speaking centers in some classrooms. The common technologies of television and videotapes are valuable learning tools, when used appropriately. With previewing, viewing, and post-viewing activities included, a wide array of activities can be used with video and television that provide both auditory and visual language experiences. The emerging technologies of computers and multimedia provide opportunities for even more learning experiences for ESL students. Word processing, e-mail, computer software, the Internet, and the World Wide Web are all sources of more and different learning activities. The interactive nature of multimedia provides new ways to enhance the learning experience of ESL students. Teachers use multimedia with ESL students for a variety of reasons. The text, graphics, video, and audio encourage immersion in language. The nonjudgmental aspect of technology is comforting for these students. The individualization, instant feedback, and assessment components of many software packages are all positive factors. Students are motivated when using technology, especially the new emerging technologies. They feel empowered and often content is more accessible to them. Many factors need to be considered when evaluating multimedia. It should be easy to use and to navigate. It should be consistent with the knowledge we have about ESL students learning needs. Software should be appealing and, of course, it should have a purpose. Technology is a valuable part of all students learning and education. It can be an integral factor in the ESL students learning. Not only can technology, and particularly the emerging technologies, assist in the acquisition of language skills, but also technology can aid in the all important task of aiding students in the mastering of curriculum content in English. When appropriate preparation and activities are utilized, technology can assist teachers in meeting the special language and learning need of ESL students. Questions:

1. According to the first paragraph, teachers have used technology as a help to:
a. Improve the standards in ESL b. Achieve standards in ESL c. Complement standards in ESL

2. Teachers have to use common technologies:


a. when it is fittingly b. when it is necessary

c.

when it is useful

3. The emerging technologies of computers and multimedia provide opportunities for:

a. more learning experiences for ESL students b. different learning activities c. encourage immersion in language 4. The most important reason why teachers use technology is because: a. It encourages immersion in language b. It motivates students to learn and involves them in content c. It is comfortable for teachers. 5. According to the conclusion of the text it could be inferred that: a. technology is an indispensable tool b. technology is one of many tools to help improving the teaching-learning process c. technology is a complex resource in ESL.

D. Speaking: You are going to be engaged in a debate discussing about the following hypothesis:
Teachers will be not replaced by technology, but teachers who do not use technology will be replaced by those who do Sheryl Nussbaum-Beach

The evaluation rubric will measure proficiency in expressing oneself in English, the reflections and argumentative proficiency of students ideas and positions.
CATEGORY 4

3
A few minor difficulties arose from not using the grammar to achieve communication A few minor difficulties arose from not using appropriate vocabulary. Some minor difficulties maintaining the conversation were evident.

2
Grammatical errors led to many minor difficulties or one major breakdown in communication. Some difficulties arose due to limited vocabulary and/or bad diction. Some effort was required to maintain the conversation. There may have been a few long pauses. Some communication problems arose due to unclear pronunciation and/or lack of inflection and/or expression. Student was difficult to be heared.

1
Grammatical errors severely hampered communication. Communication was severely hampered due to lack of vocabulary. Much effort was required to maintain the conversation. There may have been many long pauses.

Score

Grammar Accuracy

Grammar was used to communicate effectively.

AB

Vocabulary

Vocabulary related to the topic was used to express ideas eloquently.

Fluency

Student acted as a facilitator, helping the conversation flow and develops.

Voice and nonverbal communication

Pronunciation was clear and inflection and expressions were used to enhance communication.

No serious problems arose, but better pronunciation, inflection, and/or non-verbal communication could have made communication more efficient.

Pronunciation, inflection, and/or expression confused communication. Student was very difficult to be heard.

Interaction

The student was able to understand and answer questions, giving appropriate responses. He/She used the adequate elements to communication and interaction showing his/her position and respecting the others.

There were little difficulties to answer the questions but they were understanding and related with the topic. He/She respected others opinions and positions.

There was some confusing in the answers related with the topic and questions. Sometimes he/she did not respect others.

Understanding and answers of questions were confused and he/she did not respect others students positions.

Points will be deducted from your final score if you speak for less than the assigned time.

by: Yenny Fernanda Peralta, Lina Vanessa Crdenas Luna