About me

Hello, everybody. Welcome to my blog.

My name is Butsakorn Tasniyom or you can me call "Nut". 

I'm 20 years old.

I live in Nakhon Si Thammarat province, south of Thailand.

Now, I'm studying at Rajabhat Nakhon Si Thammarat university.

At faculty of education in English major.

If you want to know me more, you can follow me on QR code. :D

(Week 13) How to Create CAI Lesson

I learned about “How to Create CAI Lesson” I can summarize the knowledge as follow:

1. You have to select New > Blank Project > select Size 1024× 768 and create project.

2. You can add slides by select “Slides” > “Blank Slide”

3. If you want to add background into your CAI, you can have to select “Properties” > “Properties” > “Project Background” > “Add Project Background” > “Import” > select the picture and open.

4. If you want to text the texts into your CAI, you can select “Text” > “Text Caption” and you can change style of the texts.

5. If you want to create button for go to next slide, you have to select “Interaction” > “Button” and in tap “style”, you can change the caption of the texts and in tap “Action”, you have to select “On success:” > Go to the next slide.

6. If you want to add the pictures, sound, video or animation, you have to select “Media”.

6. If you want to see your project, you have to select “Preview” > “Project” and the project will play slides or project.

8. If you finish the project, you need to click "publish"

(Week 12) Three Phases of CALL

From reading and presented about “Three Phases of CALL” I can summarize the knowledge as follow:

💬 There are three phases of CALL: 💬

          ☝ Behavioristic CALL

          ✌ Communicative CALL

          👌 Integrative CALL.

☝  Behavioristic CALL  is the first phase of CALL which was implemented in the 1960s. It was based on the model of computer as tutor. In other words, computer was seen as a medium to deliver instructional materials to learners. PLATO system, which included vocabulary drills, short grammar explanations and drills, and translation exercises, is a good example for this phase.

✌  Communicative CALL  focuses on authentic communication and use of forms rather than the forms themselves. 3 different CALL models were used for communicative activities:

          💛 Computer as tutor

                    💜 A non-drill format   

          💚 Computer as tool

                   ❤️ Word processing

                   ❤️ Grammar checkers

                   ❤️ Concordancers

                   ❤️ Spelling

          💙 Computer as stimulus

                   💜 Stimulates learner discussion, critical thinking or writing

👌  Integrative CALL  which includes two important developments: multimedia and the Internet. They also have control over their learning, and can access to many background links while they are focusing the main lesson. In addition, computer mediated communication and the Internet are used to help create an integrative communicative environment for language learning, and are great medium for global communication and various authentic materials.

(Week 11) CALL and ELT in Thailand

From reading and studied about “Computer Assisted Language Learning and English Language Teaching in Thailand: Overview” I can summarize the knowledge as follow:

CALL focused on learning rather than instruction and based on three teaching methodologies dominant in ELT:

          ☝ Behavioristic CALL

          ✌ Communicative CALL

          👌 Integrative CALL.  

☝  Behavioristic CALL  is recognized as the first phase of CALL. Most of CALL programs in this phase entailed repetitive language drills-and-practice activities.  

✌  Communicative CALL , the focus of CALL in this phase is placed on using the language or functions rather than analysis of language forms. And the functions stimulates students’ discussion and writing through role-playing game.

👌  Integrative CALL , CALL in this period is regarded as a shift from the use of the computer for drill and tutorial purposed into a medium for extending education beyond the language classroom.  

💟 Advantages of CALL in Language Learning 💟

         ✔️ The use of CALL to support in language learning provides students with the authenticity of the input.  

         ✔️ CALL, especially computer mediated communication or CMC, helps encourage foreign language learners to produce comprehensible output. 

         ✔️ CALL is able to provide learners with the kinds of information and support that they require to complete individual tasks and to respond to the diversity of learner needs even within a single classroom structure. 

         ✔️ CALL can be used to promote autonomous learning.

         ✔️ Learner-centered classes can be promoted by CALL.

💣 Disadvantages of CALL in Language Learning 💣

         ❌ The presentation or authentic input might not be easily comprehended by low proficient learners.

         ❌ Teachers and students need to be trained.

         ❌ CALL might not be fully affordable and available to all institution.

         ❌ A lack of appropriately-educated person as a classroom helper.

💬 Educational CALL Programs and ELT in Thailand 💬

Common educational CALL programs used in the THAI context include:

          ❤️ Tutorial programs are responsible for collecting, presenting and guiding information, teaching rules. Students can l learn content through questions. When the students answer, they receive immediate feedback.

          💛 Drill and Practice is to review the content background knowledge. The questions will be repeated many times.

          💚 Demonstration is very helpful with self-directed learning, students will be encouraged to learn by themselves.

          💙 Simulation or so-called problem solving is used, aiming to raise students’ critical thinking, discussion skills and writing abilities

          💜 Games are used to provide a rich learning and teaching environment.

          ❤️ Testing is a tool for assessment and a method to determine what students know and do not know.

(Week 10) Process of CAI Designing and Component of CAI program

From I studied and read about “Process of CAI Designing and Component of CAI program” I can summarize the knowledge as follow:

👄 Process of CAI Designing 👄

There are seven process of CAI designing:

1. Preparation – prepare before design the lesson.

2. Design Instruction – thinking the lesson

3. Flowchart Lesson – describe the process of the program.

4. Create Storyboard – prepare the texts, pictures and media to write on the paper.

5. Program Lesson

6. Produce Supporting Materials

7. Evaluate and Revise

👀 Designing screen of the lesson 👀

There are three component of designing screen of the lesson:

☝ The pixel of screen

          - 640x480 pixel

          - 800x600 pixel

✌ Color of background

          - Use cool color such as, white or light grey for background.

          - Use cool color such as, dark blue or dark green for the normal texts.

          - Use warm color for the texts which want to highlight.

👌 Format of setting screen

          - Menu

          - Contents

          - Pictures

💬 Component of CAI program 💬

💙 Texts

          - Font

          - Size

          - Color

💚 Sound

          - Voice

          - Music

          - Sound Effect

💛 Pictures

          - Monotone pictures

          - 2D pictures

          - 3D pictures

❤️ Animations

💜 Hypermedia

(Week 9) False friend

 False friend  is a word or expression that has a similar form to one in a person's native language, but a different meaning.

Example:

ü  Friend  👭

- เพื่อน              =                normal friend

- สหาย              =                show close relationship

- มิตร                =                more polite than normal friend

- เพื่อนฝูง            =                show many friend, a large number of friends

ü Teacher 👵

- อาจารย์            =               teacher who teach in university or lecturer

- คุณครู              =               teacher who teach in primary school

- ครูบาอาจารย์     =                people who have black magic

- พระอาจารย์       =               monks who teach the children

- ศาสตราจารย์      =               professor

ü  I  👩             =            ผม, หนู, ฉัน, ข้าพระพุทธเจ้า,

ü  You  👨         =            คุณ, นาย, แก, เจ้า, ท่าน, เธอ, พวกนาย

ü  He  👦           =           คุณ, เขา, นาย, ผม,

ü  She  👧          =           หล่อน, เธอ, พระนาง, เขา, คุณหญิง, คุณนาย, นาง,

(Week 8) CAI

From I studied and read about “CAI” I can summarize the knowledge as follow:

CAI or Computer-Assisted Instruction is computer instructional technique by using ability of computer to present contents such as texts, pictures, graphics, charts, graphs, animation and sound.

👉 Main proposes of CAI: 👈

          💚 To attract the students’ attraction and stimulate the students to learn computer-assisted instruction be a good example of education instruction in face-to-face.

          💚 To help students interact and get feedback.

          💚 To assess and check the understanding of the students anytime they want.

💬 Types of CAI 💬

1. Tutorial Instruction 

2. Drills and Practice 

3. Simulation 

4. Instructional Games 

5. Discovery 

6. Problem-solving 

7. Tests 

💟 Advantage of CAI 💟

- Students can learn anything according to their ability.

- We can add pictures, sound, definition to increase the interest.

- It helps to save time and save money for learn.

- Students can learn every time and everywhere.

💢 Disadvantage of CAI 💢

- There are limit number and scope in designing Computer-Assisted Instruction.

- It takes much time to design the lesson.

- It can’t develop the creative skill of students.

(Week 7) Corpus for Classrooms: Ideas for Material Design

From I studied and read about “Corpus for Classrooms: Ideas for Material Design” I can summarize the knowledge as follow:

 Corpus-based Activities and Ideas for Material Design 

1. Elementary students: collocation:

          - Verb pairing game

          - Computer cloze activity

          - Screen shot analysis

2. Intermediate students:

          - Contextual Analysis

          - Cloze activities

          - Spot the error activity

          - Multiple-choices

          - Express yourself

3. Upper intermediate students:

          - Cloze activities

4. Advanced students:

          - Concordance Analysis

          - Pragmatics

Conclusion

Although using corpora in language teaching is challenging, it has a big potential in EFL classrooms. If teachers are trained on how to design suitable corpus-based tasks, they can help their students get exposed to a broader framework of how English is used for communication by native speakers. 

(Week 6) Modal Auxiliary in British

From I studied and read about “Modal Auxiliary in British: A CORPUS-BASED STUDY OF MODALITY THROUGH BRITISH NATIONAL CORPUS” I can summarize the knowledge as follow:

👉 Introduction 👈

The British National Corpus contains approximately 100 million words and it is constructed by collection of various types of written British English of the late twentieth century for 90 percent and of different types of spoken data for 10 percent. BNCweb fundamentally provides means of corpus linguistic analysis”: “concordance”, “sort”, “thin”, “collocations”, “distribution”, “frequency breakdown” and etc. And this paper is particularly focused on three modal verb (“should”, “have to” and “must”).

👀 Objectives 👀

BNCweb will be specifically applied through chosen modal verbs in order to:

1. shed some light on modal verbs of which meanings are difficult to make distinction on theoretical background.

2. affirm that modalities can be interchangeable due to different contexts, such as gender, type of data, perceived level of difficulty and etc.

💭 Method 💭

Three modal verbs (“should”, “have to” and “must”) will be scrutinized by available functions via BNCweb in order to offer empirical information, such as grammatical usage and discursive practice, of modalities in British context.

💢 Conclusion 💢

Modal verbs “must”, “have to” and “should” have been explained in theoretical usage in many textbooks and sometimes each one has been exemplified by unrealistic examples. Through application of BNCweb, collocates can elucidate unforeseen patterns that co-occur with each modal verb and this will assist, at least, English teachers to give realistic examples to students from the top list of collocates. However, the top list of collocates is flexible due to, firstly, a span of word in left and right position and, secondly, statistical methods. These two factors are subject to results of collocation if either the span or other statistical methods were to change to other values. Although the difference might be diminutive, other investigation is still appealing as it may enrich our point of view in modalities.

(Week 5) Using corpus analysis software to analyze specialized texts

From I studied and read about “Using corpus analysis software to analyze specialized texts” I can summarize the knowledge as follow:

💬 What is a corpus? 💬

A corpus can be generally defined as a collection of naturally-occurring texts in a computer-readable format which can be retrieved and analyzed using corpus analysis software.

👉 Sources of language corpora 👈

We can subscribe to a large corpus provider such as the British National Corpus (BNC) or use web concordancing (for instance http://corpus.leeds.ac.uk, http://corpus.byu.edu/) or compile own corpora and analyse data using corpus analysis software like ‘Antconc’ , ‘Wordsmith’ or ‘Paraconc’.

💝 Designing a specialized corpus 💝

We have to designing a specialized corpus as follow:

- Corpus size

- Text extracts vs. full texts

- Number of texts

- Medium

- Subject and text type

- Other considerations

💥Example: my specialized corpus profile

Size	50072 words
Source of corpus data	www.wikipedia.com www.traveltalkmag.com www.visitlondon.com
Number of texts	148 texts
Medium	Written
Subject	England country and travel in England
Text type	New article
Authorship
Language	Texts written in English mostly by native speaker
Publication date	Recent texts (Retrieved in August 2018)

👊 Analyzing Specialized Corpus 👊

We have to analyzing specialized corpus from these topics as follow:

- Terminologies and collocation

- Local grammar

- Style

- Content knowledge