7. How Can the Standard-Features Word-Processing Programs Be Exploited for Teaching Writing Skills?

Word-processing programs (Microsoft Word; Pages, etc) allow students to type in, edit, format, save, and print text. Word-processing programs include certain features that facilitate writing and revising. The process of revising and editing becomes easier and faster. This may appeal to students and engage them in the writing process. Students may feel more motivated when writing in word-processing programs rather than in the traditional way. In the 21^st century classroom, it is very common to see teachers and students using this technology.

Because word-processing programs can be exploited for teaching writing skills, they are a great tool for EFL/ESL students. Teachers can assign writing tasks or exercises that students have to carry out in word-processing programs. For instance, teachers may ask students to write a paragraph. The teacher must give specific instructions, such as “you have to use the future continuous tense” or “you have to include vocabulary studied in class”. Teachers may also ask students to write a summary of a reading, or to write an essay in which students have to reflect on a certain topic or state their take on a real life issue. Paragraphs, summaries, essays, reports, short stories, and anecdotes: these are only some examples of writing tasks that teachers can assign to students.

Through these different activities, students improve their writing skills. The more students practice their writing, the better they get at sentence structure, grammar, spelling, punctuation, vocabulary, and level of paragraph organization. In addition, through writing, you use and develop your high order thinking skills.

Many students say they do not like to write; they see it as a “tedious process”. Teachers face the challenge of coming up with creative ways to foster writing habits. Here, teachers can certainly take advantage of technology. One advantage of using word-processing programs is that students like the features and practicality of them. The easy text modification and formatting options, for instance, make students feel that the writing process is more dynamic and even more exciting. Another advantage is that students can easily display and share their work online in order to receive teacher and peer feedback. This is something students may enjoy.

This blog itself is an example of how using word-processing programs is helpful in working on writing skills. I use a word-processing program to write my blog entry. While writing my blog entry, I reflect on a certain topic about teaching and learning. In addition, I work on my grammar, sentence structure, spelling, and level of paragraph organization. I focus both in “substance” and “form”. The fact of using a word-processing program to write my entry allows me to format and edit my text without complications. All the features that the program offers and the possibilities these features bring make the writing process even more engaging for me. Then, I copy and paste my writing in the blog, where I share my work so that everyone else can read it. I can also receive feedback, which allows me to see my mistakes and check the areas that need improvement. At the end, I have the satisfaction of having produced a piece of writing.

6. The Role of Technology in Second Language Teaching and Learning

The use of technology offers the possibility to enhance education. For this reason, technology should play a central role in second language teaching and learning.

 EFL/ESL Teachers need to find ways to integrate new technologies into their classrooms and lessons as they bring huge benefits to language learners. Technologies such as videos, podcasts, blogs, etc. allow learners to improve their language skills. For instance, students can practice their writing skills by writing a blog, or practice their listening skills through a podcast or video. By using these technologies, students feel more engaged in the learning process as they practice their macro-skills in a more interesting way.

Students enjoy using several technologies as part of their strategic investment. Many learners like to watch videos or read articles in wikis. Others prefer to listen to podcasts, or play video games. It all depends on the students´ likes and interests. Moreover, it depends on what students need to improve or work on. For example, is it their listening skills? Is it their grammar? Is it their vocabulary?, etc. Here, we can see how technology is a great resource for students to practice their English outside the classroom, at all times and according to their personal situation.

Nowadays, teachers also have the opportunity to use social networks to communicate with students and make the learning process more interactive. Through social networks, there is space for collaborative learning. Besides, social networks can create a sense of community if they are used effectively.

We live in the “digital age”. It is essential that teachers keep updated with technologies that can help enhance the learning process. Both English teachers and learners need to know how to use the latest technologies and take advantage of them. 

5. The Role of Research in Improving Our Understanding of Teaching

The different conceptions of teaching in the recent history of language learning help us understand different teaching approaches. According to the science-research conception of teaching, teaching methods are developed from applications of research.

Our understanding of teaching, then, will be affected by our research into language learning and teaching. As we test our findings in the classroom, research will allow us to reflect on our teaching methods, techniques, and strategies. This constant process of research and experimentation will allow us to see if there are aspects of our teaching that we need to change or improve. 

 “Good teaching is a question of applying the findings of research”.  

Research is useful for many different purposes. Because of research, we learn about the world of teaching. We get to know and learn about several aspects of it: teaching methodology; planning lessons, classroom management, etc. But, the key point comes when we apply our knowledge and findings in our classes. During that moment, we experience what we knew only through theory. We get a chance to prove our hypotheses, and come up with new findings. It is then when we reflect on what is working and what is not working in our classes. Along comes the opportunity to improve our teaching and lessons for the benefit of our students. We can see how research not only prepares us before our classes, but also helps come up with new answers and conclusions.

Doing research is essential for every teacher. We need to adapt ourselves to our students´ needs, and be able to respond to them. If we want to be effective teachers, then we need to keep learning, unlearning, and relearning. Research definitely helps us develop new skills, face new challenges, and grow as teachers.

4. What Experience Do I Have of Learning a Foreign Language?

I started having English classes since I was in elementary school, which gave me good bases for junior high. Throughout elementary school, I probably had two teachers. More than anything, I learned basic vocabulary such as the alphabet, greetings, numbers, colors, etc. My teachers used the Total Physical Response method. Expressions like “stand up” and “sit down” were among first ones that I learned in English. My teachers also used the Audio-Lingual method. They used techniques such as drills. I also remember using different textbooks. English was not a subject that I particularly loved in elementary school. But, the teaching methods were effective for this stage. After all, I did learn basic vocabulary.

Things were different in junior high. There was more emphasis on English at my school. I did not like my classes though. Sometimes, it was the classic example of “a teacher that only writes on the board the whole class; and then, students have to write down on their notebooks”. Other times, we would use the textbook a lot, and do some controlled and semi-controlled practice. On the other hand, free-practice was extremely rare. I gained some knowledge about different tenses, but I definitely did not work on my language skills. Besides, much of what I learned was, at the end, rote learning. My teacher probably knew a lot about the subject matter, but his teaching method was not effective. His classes were uninspiring and predictable.

Everything changed for the better when I changed schools. Of course, I had a new teacher. This teacher gave me classes in ninth grade and high school. The teacher only used L2, and we had to use L2 as well. The teacher used different techniques and activities of methods such as the Direct Method, the Audio-Lingual Method, the ESA method, and the Natural Approach. Even though we used textbooks, the teacher did not “teach by the book”. The book was a great material and resource, of course, but we used to do a variety of activities. This made the classes more interesting and dynamic. We used to do controlled, semi-controlled, and free-practice. I performed role-plays, and had presentations. The teacher cared about the student talking time.

Not only did my teacher know about subject matter and methodology, but also he could relate to students very well. He kept a good rapport in the class, and he truly cared about our learning. His classes, somehow, helped change my perspective. It was around this time that I started being really interested in English. My love for English started to grow at this point.

I chose my major because I was fascinated by the language. In the university, I have only had great English teachers. From every teacher, I have learned different and new things. I like that all of them use different techniques and activities of different methods (eclecticism). Since I started college, I have improved my language skills, and I have learned so many things about English.

My teachers have been a source of inspiration as well, which is one of the most important things for me. I have come to appreciate and admire every one of my English teachers. They have inspired me to be a better student, and they always inspire me to be a great and effective teacher in the future, just like they have been for me.