ONLINE ESL WRITING COURSE DEVELOPMENT- COLLEGE OF LIBERAL ARTS AND SCIENCES GRANT
This semester, I am designing and creating a fully online ESL writing course for international undergraduate students (English 101B). This project, sponsored by the College of Liberal Arts and Sciences, is a continuation of the face-to-face course I developed in the summer of 2011.
ESL WRITING CURRICULUM - ISU/LANZHOU UNIVERSITY
In the summer of 2011, I developed and created a face-to-face ESL writing curriculum (English 101B); the course was first taught at Lanzhou University in the Fall semester of 2011. The next stage of the project involves the design and creation of an online version of the course.
ONLINE MATERIALS FOR THE TEACHING OF WORD STRESS (ENGLISH 688)
Mutual intelligibility has become the main concern when it comes to communication between native speakers and nonnative speakers of English, among speakers of different varieties of English (e.g. American, British, Singaporean, Indian), and among speakers of a broad array of first L1s.This project will focus on stress at the word level and aims to investigate if word stress can be taught effectively online, thus, affecting intelligibility.
The materials will be developed based on perception, production, and prediction of word stress. The issues chosen for this project are acoustic of stress, stress behavior in different environments, stress shifting, dictionary use for pronunciation, and intelligibility and word stress. Also, a variety of technology tools will be employed to enhance the online teaching/learning process of this phonological feature.
ONLINE UNIT FOR ENGLISH 101B
This unit is going to be offered online around week seven in the semester and will last for about three weeks. The main goal is for the unit to culminate in a major assignment, which is a "Process" essay. The whole unit aims at providing the students with all the tools necessary (video-recorded grammar lesson, quizzes, videos describing a process, a forum discussion, etc.) for them to write a successful essay.
At the end of this unit, students will, hopefully, be able to: use the passive and the active voices correctly in academic writing; work collaboratively in groups; practice revision and editing strategies by responding to classmates’ papers (peer response activity); provide effective peer feedback by responding to one of the major papers assigned in the class (describing a process); revise and edit their own work by assuming the position of readers; know how to post to forum discussions in Moodle and reply to others' posts; and describe a process in a coherent and concise way.
PROJECTS DESIGNED FOR ENGLISH 510
Web resource for teaching Skill Consolidation Task 1
Online Reading Activity Skill Consolidation Task 2
Cultural Knowledge: Gift Giving Web Teaching Unit
English for International Nurses - Edna Lima & Edna Lopez
PROJECTS DESIGNED FOR ENGLISH 518
As an EFL/ESL teacher, through my years of teaching I have seen students struggling to distinguish and use two syntactic structures correctly: the simple past vs. the present perfect. These grammar points definitely represent a difficulty not only for Brazilian students but for students from many different countries and several different first language backgrounds. Therefore, for one of my 518 assignments, I decided to create a game that will provide learners with both fluency-oriented and accuracy-oriented practice in these two grammar points. Moreover, this game will serve as a tool of assessment for teachers to evaluate how much students have learned and what needs to be reviewed before any official exams are given. See game