Learning Environment
2. Description of practice
2.4 Vocabulary acquisition
Since the 1970s, there has been a gradual transition in language instruction from a strong emphasis on grammar to an increasingly important role of lexis in com- municative competency (Thornbury 2002: 14). In informal feedback and needs analysis with our learners, a common complaint from students is that they con- sider their lexical range to be inadequate. The following tasks address this issue.
Table 8: Task: Documenting vocabulary collaboratively
Task: Documenting vocabulary collaboratively Aim To expand students’ lexical range Tool Quizlet, VLE glossary
Example Students can document vocabulary from face-to-face and online sessions in a class Quizlet set. Terms can be uploaded, copied and pasted or manually entered. A definition or a translation can be provided or chosen from a list based on previous users’ entries. We assign a student or group of students to be responsible for entering that session’s vocabulary terms. Games and quizzes can be created from the terms, which are then viewable to the public or to a select group of users, e.g. a class; vocabulary can be revised on desktop computers or on mobile devices with the Quizlet app. With the paid teacher’s version, the tutor can view class progress, including which terms are problematic and how often each individual class member has practiced the terms. This can be used as a basis for class participation points during online phases.
Adaptations A VLE glossary plug-in, e.g. Moodle glossary activity, can be used to collect relevant vocabulary terms gleaned from an extended reading task. Students read a longer text and add useful terms to the glossary, including a definition or context example. The glossary can be expanded throughout the study programme to create a content-specific online glossary, which can be exported and given to students upon graduation.
Table 9: Task: Interactive quizzes
Task: Interactive quizzes
Aim To revise vocabulary, to challenge students Tool Kahoot, Open Broadcaster
Example Kahoot is an interactive tool for creating quizzes which can be integrated into face-to-face instruction; with a few tweaks, Kahoot can also be used during online session. A student, pairs/groups of students or the teacher creates an initial set of multiple choice questions and projects the quiz onto the wall so that it can be seen by the class. Using mobile devices or desktop computers (e.g. in a computer lab), students (individually or in pairs/groups) enter the unique ID of the quiz (there is no need to register) and include their names so that it is clear who is ready for the quiz to begin. The questions and answers for the quiz are then projected for the whole class to see; on mobile devices, the students can choose the correct answer and submit their choices. For each question, a time limit is set and students who answer quickly get more points than slower responders.
There is a leader board to see who has the overall highest points.
Adaptations Kahoot is designed to be played in face-to-face settings; mobile devices do not show the quiz questions or answers, but rather a colour-coded button for selecting an answer. This design feature is meant to make the quiz more interactive; however, it makes using Kahoot in online settings less straight-forward. Using a live screencasting tool such as Open Broadcaster allows the quiz creator to capture the contents of his/her screen and stream it to a group of viewers, in this case the rest of the class.
The students view the questions and answers to the quiz on their desktop devices and choose their answers with their mobile device; alternatively two browser windows can be opened so that the users can view the questions in one window and choose their answers in a second window.
This is a synchronous tool, so a time must be arranged with learners to do the activity.
Table 10: Task: Creating word clouds
Task: Creating word clouds
Aim To document vocabulary, to introduce oneself, grammar practice, as a lead-in to a text
Tool Wordle, forum
Example Individually, each student writes a short text introducing themselves.
This is copied and pasted into Wordle, which displays the most frequently used words (limit can be chosen) in a graphically appealing form. A link to this word cloud is posted on a forum for the rest of the class to read and who then reply (individually), formulating statements (or questions, depending on the aim of the activity) about this student, e.g. Scotland, golf are two words in the Wordle; student statement (question) –You learnt to play golf in Scotland. (or: Did you learn to play golf in Scotland?). However, students must first read each other’s posts to avoid unnecessary repetition. After a specified time, the student who created the Wordle posts their original text, revealing the true facts about him or herself. One word of caution: since Wordles are stored in the cloud/on the Wordle server, students should be reminded not to include their real name or other personal information in too much detail in their Wordles.
Adaptations Wordles can be used as a lead-in to a text or to pre-teach vocabulary. For example, the teacher creates a word cloud from a content-related text that students will be reading, and posts the URL on a forum. Individually, students clarify unknown words and post educated guesses about what the text is about. As above, they must first read each other’s posts to avoid repetition. The teacher could also ask a student to document vocabulary from a lesson or text in a Wordle for the rest of the class to access online.