1. Types of tasks
and exercises
CALL
Feb 13 2013

2. Class information
 Quiz begins tonight @ 6pm
Slight format change: open-ended questions, no
time limit.
 Six questions: 4 short answer, 2 essay (1 page)
 In-text citations (reference for outside sources)
 Closes Sunday at 11:59pm.
 Next week: Teaching with corpora
 Explore and sign-up for BYU corpora

3. DuBravac Chapter 5
Activities/Tasks/Exercises
 Activities: broad scope of what happens
in a class, contributing to development.
 Tasks: based on non-linguistic outcomes,
elicit communication indirectly.
 Exercises:
focus on language
production/comprehension/forms

4. Types of tasks (and examples)
Tutorial software:
 Prepackaged software
 Rosetta Stone
 Longman English Interactive
 Understanding and Using English Grammar
 Connected Speech

5. Drill-and-practice
 Flash cards, Duolingo, Livemocha
 Feedback-oriented programs (e.g., Criterion)
 Students record themselves
speaking/presenting for practice.
 Create subtitles for YouTube videos (listening
activity)
 Practice passive skills: reading and listening
too (have students reflect on a
passage/video of their interest)

6. Educational games and
quizzes
 Flash games
 Socrative (e.g., Space Race)
 Grockit Answers
 Quizlet
 QuizRevolution
 Quia
 Wiffity
 Google Forms, Hot Potatoes

7. Simulations
 Virtual Learning Environments: BB Learn
(modules), Moodle, etc.
 3D interactive: Second Life, Active Worlds,
MMOs
 Simulation in project-based learning: learners
often have semester-long theme (e.g.,
working for a company) that is carried out
through CMC, VLE, or hybrid.
 Simulation games as supplement (see Serious
Games)

8. Information-gap activities
 Co-construction meaning
 Jigsaw activities
 Group A & Group B (four members)
 Group 1 (AABB) & Group 2 (AABB)
 Use collaborative tools
 CMC tools
 Shared documents (Google Drive)

9. Types of information gap
activities
 Free browsing (i.e., search engine
“research”)
 Data-driven learning (i.e., w/ corpora)
 Google Maps
 WebQuests (different groups work on
different issues)
 Scavenger hunts (i.e., QR code
scavenger hunts).

10. Discussion Activities
 Students comment on shared topics
 Discussion boards
 Blogs
 Grockit Answers
 Student-generated videos, podcasts, etc.
Other students can comment and
contribute.
 Voicethread (leave audio comments)

11. *Project-based tasks
 Larger or smaller collaborative tasks.
 Use sharing tools (e.g., Google Drive,
wikis) to complete projects together.
 Use social tools to maintain network of
communication during projects.
 Student create their own media (video,
websites, podcasts, etc.)

12. Participation structures
 Individual
 Whole group (i.e., whole class)
 Peer tutoring (and peer review)
 Team learning (small groups)
 Learning center (part of class)

13. Interface
 Class in computer lab
 Classroom where learners bring devices
(laptops, phones, tablets)
 Classroom where some learners bring
devices.
 At-home activities (e.g., home computer,
library access, phones, etc.)
 Limited access (one computer in class)

14. Discussion Activity
 Complete the survey on p. 98, compare
with your classmates once done.

15. Upcoming assignment
 Materials development 1
 Develop a teaching lesson (spanning one
or more class meetings) that incorporates
technology to teach a language skill.
 The learners should be engaged in the
use of technology.
 Use one or more of the tools we have
covered in class.

16. Materials development 1
Three parts
1. Lesson plan
2. Technological tools
3. Overview
All three should be posted (as text or
linked/embedded documents) to your
blog.

17. 1. Lesson Plan(s)
 Provide a lesson plan (use a sequential
layout with transitions and bulleted
explanations of activities).
 The lesson plan should address goals and
objectives of the course and provide any
logistical information.
 Add your lesson plan to your blog as an
attachment or link.
 Templates available, per request.

18. 2. Tools
 If you are creating tools, embed them or
link to them on your blog.
 If learners are using tools on their own,
provide scaffolding, accessible
instructions. Post or embed on your blog.

19. 3. Overview
A one page (max) overview of your
teaching materials that
 explains the teaching context,
 the purpose of the lesson,
 the rationale for using the technologies,
and
 outlines any formative assessment used in
the lesson.