DIGITAL LANGUAGE LEARNING MATERIALS

Group members:

Brenda Alviena Silah (BT12110021)
Nor Saleha Aminuddin (BT12110123)

Nur Affia Helimin (BT12110129)

Nur Fatin Salbiah Salamat (BT12110135)

Digital Language Learning Materials

CHECKPOINT 1: THE EXAMPLE OF DIGITAL LANGUAGE LEARNING MATERIALS

•         Laptop
•         computer
•         power-point
•         schoology
•         edmodo
•         twitter
•         blog
•         facebook

CHECKPOINT 2: LIST DOWN SLA THEORIES AND PRINCIPLES THAT SUPPORT THE DLLM.

Theories:  
- Innatist theory 
- Behaviourist theory 
- Interactionist theory
 

Principles of teaching and learning (Tomlinson's Principles)
- Materials should have impact
- Materials should help learners to feel at ease
- Materials should help learners to develop confidence
- Materials should provide the learners with opportunities to use the target language to achieve communication purposes
- Materials should take into account that Ls differ in learning styles
- Materials should take into account that learners differ in affective attitudes

CHECKPOINT 3: SKETCH OUT A ROUGH OUTLINE OF YOUR DLLM.

- Emphasize on writing skills

Choose short story – read the chosen short story – students are required to change the ending of the short story - students upload their work at blogger.com

- Emphasize on speaking skills (focusing on pronunciation)

Students get into group – each group choose one short stories (restriction: each group must choose different short story) – each group will act the climax part of the short story and record it using camera, smartphone etc – transfer the video into disk/CD-ROM

CHECKPOINT 4: CRITERIA FOR TECHNICAL USABILITY

1.            LEARNABILITY

•             Depends on how long a beginner use a system before they could learn a particular skills that needed them to complete a particular task.

2.            EFFICIENCY                  

•             Measuring how well an experienced user handling an application after they have mastered it.

3.            MEMORABILITY

•             The ability of an experienced user who has learned the particular system and are able to remember its operational principles.

4.            ERRORS

•             Divided into two, which are:

-less serious error= disturb the work of the user, and

-serious error=endanger the preservability of the users’ outputs.

SUMMARIZATION OF THE EXPLANATION FOR EACH CRITERION IN THE PEDAGOGICAL USABILITY BASED ON THE NOKELIANEN’S ARTICLE.

Learner control

·        break down the materials to be learned into meaningful unit so that the students able to accept and memorize the knowledge.

Learner activity

·        Teacher stays in the background as a ‘facilitator’, facilitator means a person who help somebody do something more easily by discussing problems, giving advice and so on, rather than telling them what to do. It is more to scaffolding them.

Cooperative / cooperative learning

·        studying with other learners to reach a common learning goal.

·        It is crucial for the system or learning material offer to the learner a tool that can be used to communicate, negotiate, discussing regarding a particular assignment or learning problem with each other over a distance.

·        cooperative learning more structured (teacher has the control) than collaborative learning

Goal orientation

·        should be clear to the learner

·        best results are attained when the goals of the learning material, teacher and student are closely aligned

Applicability

·        the approach taken in learning material should correspond to the skills that the learner will later need in everyday and working life

Added value

·        usually in the form of creative use of the possibilities that the computer offers for example voice, image, video files

·        induce creativity in learners when using the learning materials.

Motivation

·        consciously / subconsciously goal-oriented

·        support the direction of an individual’s general behavior

·        key concepts of motivation include incentives, self-regulation, expectations, attributions of failure and success, performance or learning goals, intrinsic and extrinsic goal orientation.

·        Intrinsic goal orientation strives to reach learning goal for they own purpose. (self-desire for self satisfaction)

·        Extrinsic goal orientation strives to be better than other; it is either to achieve reward or to avoid punishment.

Valuation of previous knowledge

·        learning material used associates with previous learning

Flexibility

·        suite the learner’s individual differences

·        contents of the learning material should contains diverse assignments that more adaptable and so that it will easier to combine them to fit the student’s individual needs.

Feedback

·        System or learning material should provide immediate feedback to increases learning motivation as well as helps the student to understand the problematic parts in their learning.