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2021 | 21 | 3 | 89-100

Article title

Using Postermywall to practice communication in a foreign language classroom

Content

Title variants

Languages of publication

Abstracts

EN
This paper introduces Postermywall and presents three lesson plans that integrate the technology based on the relevant literature and the International Society for Technology in Education standards to support English language learning and practice students’ communication and creativity. Specifically designed for an English as a Foreign Language writing and speaking class, the lesson plans also hope to interest language teachers and educational practitioners looking for user-friendly technology to integrate into their lessons and ways to engage students in technology-based language learning activities. Recommendations to optimize the lesson plans are presented.

Year

Volume

21

Issue

3

Pages

89-100

Physical description

Dates

published
2021

Contributors

  • Universitas Kristen Satya Wacana, Salatiga, Indonesia

References

  • Anders, A. (2016). Team communication platforms and emergent social collaboration practices. International Journal of Business Communication, 53(2), 224-261. https://doi.org/10.1177/2329488415627273
  • Cahyani, H., & Cahyono, B. Y. (2012). Teachers’ attitudes and technology use in Indonesian EFL classrooms. TEFLIN Journal, 23(2), 130-148.
  • Celik, S. (2013). Internet-assisted technologies for English language teaching in Turkish universities. Computer Assisted Language Learning, 26(5), 468-483. https://doi.org/10.1080/09588221.2012.692385
  • Davila, S. (2016, July 27). 21st Century Skills and the English Language Classroom. Pearson. https://www.english.com/blog/21st-century-skills/
  • Deerajviset, P., & Harbon, L. (2014). E-learning in EFL education in Thailand’s higher education: The role for lecturers making it work. University of Sydney Papers in TESOL, 9, 37-63.
  • Egbert, J. (2017). Methods of Education Technology: Principles, Practice, and Tools. Open educational resource (OER). https://opentext.wsu.edu/tchlrn445/
  • Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st century education: A systemic view for change. Educational Technology & Society, 19(3), 27-37.
  • International Society for Technology in Education (ISTE). (2019a). ISTE Standards for Students. https://www.iste.org/standards/for-students
  • International Society for Technology in Education (ISTE). (2019b). ISTE Standards. https://www.iste.org/standards?gclid=EAIaIQobChMI1rH6-_-04QIVCbXACh00pgiqEAAYASABEgJxm_D_BwE
  • Literary Devices. (2019). Literary devices: Definition and examples of literary terms. https://literarydevices.net/metaphor/
  • Mali, Y. C. G. (2016). Project based learning in Indonesian EFL classrooms: From theory to practice. Indonesian Journal of English Education, 3(1), 89-105. http://dx.doi.org/10.15408/ijee.v3i1.2651
  • Mali, Y. C. G. (2017). EFL students’ experiences in learning CALL through project based instructions. TEFLIN Journal, 28(2), 170-192.
  • Mali, Y. C. G. (2018). Project-based EFL speaking activity: The English Funfair. Accents Asia, 10(2), 61-68.
  • Mohammed, M. I. (2015). The perception of students and teachers about the benefits of and barriers to technology aided EFL. Journal of Literature, Languages and Linguistics, 13, 85-100.
  • Muhtaris, K., & Ziemke, K. (2015). Amplify: Digital Teaching and Learning in the K-6 Classroom. Portsmouth: Heinemann.
  • Muslem, A., Yusuf, Y. Q., & Juliana, R. (2018). Perceptions and barriers to ICT use among English teachers in Indonesia. Teaching English with Technology, 18(1), 3-23.
  • Nazikian, F., & Park, J. (2016). How to develop “21st century skills” in foreign language Education. Japanese Language and Literature, 50(2), 347–373.
  • Ogen, K. (2012, October 4). Poster my wall. Discovery education. https://blog.discoveryeducation.com/blog/2012/10/04/poster-my-wall/
  • Park, C. N., & Son, J. B. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogies and Learning, 5(2), 80-101. https://doi.org/10.5172/ijpl.5.2.80
  • Peeraer, J., & Petegem, P. V. (2011). Computers & Education: ICT in teacher education in an emerging developing country: Vietnam’ s baseline situation at the start of ‘The Year of ICT.’ Computers & Education, 56, 974-982. https://doi.org/10.1016/j.compedu.2010.11.015
  • Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education: Research, 14, 161-178.
  • Silviyanti, T. M., & Yusuf, Y. Q. (2015). EFL teachers’ perceptions on using ICT in their teaching: To use or to reject? Teaching English with Technology, 15(4), 29-43.
  • Son, J. B., Robb, T., & Charismiadji, I. (2011). Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 12(1), 26-42.

Document Type

Publication order reference

Identifiers

Biblioteka Nauki
2087079

YADDA identifier

bwmeta1.element.ojs-issn-1642-1027-year-2021-volume-21-issue-3-article-61dac930-8504-396f-a788-9141e9796b31
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