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Masaryk University Brno
Pedagogical Faculty
Department of English Language and Literature
Bachelor Thesis
Brno 2010
Author: Večeřová Alena Supervisor: Aaron Marc Collier, B.A.
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Masaryk University Brno
Pedagogical Faculty
Department of English Language and Literature
How ICT Multisensory Activities Could Help Students
with SLD in Learning English Language
Bachelor Thesis
Brno 2010
Author: Večeřová Alena Supervisor: Aaron Marc Collier, B.A.
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Bibliography
VEČEŘOVÁ, Alena. How ICT Multisensory Activities Could Help Students with SLD in
Learning English Language; Bachelor Thesis. Brno: Masaryk University, Faculty of
Education, Department of English Language and Literature, 2010. 49 pages, 10 pages of
appendices. The supervisor of the Bachelor Thesis is Aaron Marc Collier, B.A.
Abstract
This thesis deals with possible help of technology for learners of English language,
especially for those suffering from any kind of SLD. It describes the concept of multisensory
approach together with individually preferred learning styles applied in learning the language
through the use of ICT tools, related methods and benefits, and provides several practical
examples. It is focused on the level of involvement of human senses in particular interactive
ICT activities available for learning English language.
Keywords
Multisensory approach, SLD, ICT, interactive exercises, online, language learning, learning
styles, software, computer, motivation, self-studying.
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Anotace
Tato bakalářská práce se zabývá možnou pomocí informačních technologií studentům
anglického jazyka, zvláště těm, kteří trpí některou ze specifických poruch učení. Popisuje
koncept přístupu využívajícího zapojení více smyslů společně s individuálně
upřednostňovanými styly učení použitými při výuce jazyka s využitím výpočetní a
komunikační techniky, příslušné metody a přínos, a uvádí několik příkladů použití v praxi.
Zaměřuje se na míru zapojení lidských smyslů při plnění interaktivních aktivit vhodných ke
studiu anglického jazyka.
Klíčová slova
Přístup využívající zapojení více smyslů, specifické poruchy učení, informační technologie, interaktivní cvičení, výuka jazyků, styly učení, software, počítač, motivace, samostudium.
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Prohlášení
„Prohlašuji, že jsem závěrečnou bakalářskou práci vypracovala samostatně, s využitím
pouze citovaných literárních pramenů, dalších informací a zdrojů v souladu s Disciplinárním
řádem pro studenty Pedagogické fakulty Masarykovy univerzity a se zákonem č. 121/2000
Sb., o právu autorském, o právech souvisejících s právem autorským a o změně některých
zákonů (autorský zákon), ve znění pozdějších předpisů.“
Declaration
I proclaim that this bachelor thesis was done by my own and I used only the materials that are stated in the literature sources.
I agree with the placing of this thesis in the Masaryk University Brno in the library of the Department of English Language and Literature and with the access for studying purposes.
In Brno 18 April 2010 Alena Večeřová
..............................................
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Acknowledgement
I would like to thank my supervisor Aaron Marc Collier, B.A. for his kind help and
giving useful advice connected with the thesis.
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Content
1 INTRODUCTION................................................................................................................... 9
1.1 INFORMATION AND COMMUNICATION TECHNOLOGY IN LANGUAGE LEARNING..................................................................................................................... 9
1.2 TOPIC............................................................................................................................... 91.3 MOTIVATION FOR THIS WORK................................................................................. 101.4 PROCEDURE................................................................................................................... 101.5 CORPUS........................................................................................................................... 10
2 BACKGROUND INFORMATION AND THEORY.......................................................... 11
2.1 SPECIFIC LEARNING DISABILITIES........................................................................... 122.1.1 Dyslexia.................................................................................................... 132.1.2 Dysgraphia............................................................................................... 132.1.3 Dysorthographia........................................................................................13
2.2 MULTISENSORY APPROACH....................................................................................... 14 2.2.1 What is the Multisensory Approach......................................................... 14
2.2.2 Learning Styles......................................................................................... 152.2.2.1 Visual Learning Style............................................................. 162.2.2.2 Auditory Learning Style.......................................................... 162.2.2.3 Tactile/Kinaesthetic Learning Style........................................ 16
2.2.3 Multiple Intelligences............................................................................... 17 2.3 MULTISENSORY TECHNIQUES.................................................................................. 18 2.3.1 Visual Technique...................................................................................... 18 2.3.2 Auditory Technique.................................................................................. 18 2.3.3 Tactile Technique..................................................................................... 19 2.3.4 Kinaesthetic Technique............................................................................ 19 2.4 USE OF ICT WITH RESPECT TO SLD......................................................................... 20 2.4.1 Web Pages................................................................................................ 21 2.4.2 Software.................................................................................................... 22 2.4.3 Digital Media............................................................................................ 23 2.4.3.1 CDs......................................................................................... 23 2.4.3.2 CD-ROMs and DVDs............................................................. 23 2.4.3.3 Interactive Whiteboards.......................................................... 24 2.4.4 Virtual Environment................................................................................ 25 2.4.4.1 Sending Emails........................................................................ 26 2.4.4.2 Chat Online.............................................................................. 27 2.4.4.3 E-learning................................................................................ 29 2.5 SUMMARY OF THE BACKGROUND INFORMATION AND THEORY PART....... 30
3 PRACTICAL PART............................................................................................................. 31
3.1 ANALYSIS OF ICT TOOLS WITH RESPECT TO SLD................................................ 313.1.1 Web Pages................................................................................................ 323.1.2 Software.................................................................................................... 373.1.3 Digital Media........................................................................................... 38
3.1.3.1 CDs.......................................................................................... 383.1.3.2 CD-ROMs and DVDs.............................................................. 383.1.3.3 Interactive Whiteboards........................................................... 40
3.1.4 Virtual Environment................................................................................. 41
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3.1.4.1 Sending Emails........................................................................ 413.1.4.2 Chat Online.............................................................................. 423.1.4.3 E-learning................................................................................ 42
3.2 CREATING MATERIALS.............................................................................................. 43
4 CONCLUSION..................................................................................................................... 45
5 SUMMARY........................................................................................................................... 46
6 WORKS CITED................................................................................................................... 47
7 LIST OF APPENDICES...................................................................................................... 49
8 APPENDICES....................................................................................................................... 50
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1 Introduction
1.1 Information and Communication Technology in Language
Learning
During the second half of the 20th century there emerged new technology in various areas
of life in human society that has improved any spheres of either interest or business.
(Dudeney, 7) As Allen states, the continuous and rapid development of ICT (Information and
Communications Technology) over the last years has proliferated into the vast range of
human activities and the truth is that most of today´s children posses relatively high level of
ICT competences. The reason is that they use computers and the Internet almost daily. It has
become an integrated part of everyday life both in school and leisure environment. (1-2)
Children are familiar with using ICT media and tools, and it could be useful and challenging
to incorporate them in the process of learning a foreign language as well.
Especially children who suffer from any of the specific learning disabilities (SLDs) such as
dyslexia, dysorthographia and dyspraxia would appreciate new, different methods in learning
the foreign language. This alternative approach, using ICT devices, respects learners´
individualities and gives more space for a particular learning style preferred by each learner,
and helps children to learn in a different way. They are enabled to see the subject matter from
diverse angles and to experience dissimilar practices.
Moreover, and according to Dudeney, Internet access is becoming available to learners. It
offers opportunities for cooperation and communication among learners online, virtually. It is
considered as an endless source of information that could be instrumental in using authentic
tasks and materials, as well as a wealth of ready-made ELT materials (7-8). Computer-based
materials for language teaching which is also found on many published CD-ROMs for
language teaching has become a part of the use of the Internet and web-based tools.
1.2 Topic
The topic of this thesis was chosen in terms of increasing importance of presenting
various ICT tools, opportunities and computer-based ideas to children with SLDs in learning
the foreign language. It is assumed that the use of ICT could help especially those children to
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overcome great deal of anticipated problems in the arduous process of learning the foreign
language.
1.3 Motivation for this Topic
I consider the topic very useful and interesting for teachers who have to deal with teaching
children with SLDs in English language lessons. The lack of suitable activities which would
enrich the lessons and help those children to learn the English language with fun has impelled
me to search for more experience in the application of ICT to teaching. In addition, the
integration of technology into learning is increasingly expected by learners not only in schools
but also for their home preparation and self-study.
1.4 Procedure
This thesis applies the method of analysing a particular selection of web pages, software,
digital media, or examples of virtual environment in terms of multisensory approach in
learning the English language with respect to SLDs. This work is focused on the level of
involvement of human senses in particular interactive ICT activities available for learning
English, which is related to various learning styles. The selected technology is analyzed by
the method of comparison the target of which is to find both similarities and differences of
stimulating learners´ senses in different ways.
1.5 Corpus
ICT media are divided into two broader categories; those used online and the others which
are used offline. They were selected according to the diverse use of multisensory elements to
widen learners´ horizons and improve all four main language skills – reading, listening,
speaking and writing. The main collection requirement was aimed at the level of interactivity
provided in analyzed computer-based language-learning activities using the Internet and the
World Wide Web, i.e. websites, software, digital media, or virtual environment including
sending emails, chatting online, or e-learning.
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2 Background Information and Theory
First of all, the main points of a multi-sensory approach in teaching and learning the
English language together with both advantages and disadvantages will be closely observed
and described in this part of this thesis. The aim is to find and discuss the methods of helping
children who suffer from SLDs, especially dyslexia, dysorthographia and dysgraphia which
are considered the most frequent and problematic learning disabilities in the classroom,
through the means of ICT. As SLDs have been proved to become a real obstruction in the
fluent process of learning, it is important for teachers to understand their specifics and be
aware of possible differentiated and adapted methods, and approach to those learners. It is
important to respect individual preferences in their style of learning as each learner has his or
her own experienced way of gaining knowledge.
2.1 Specific Learning Disabilities
The “What is a Learning Disability?” article specifies that a learning disability is a
disorder, neurobiological and/or genetic in origin. It influences a person´s ability to perceive,
process, or interpret information seen or heard. It interferes with the ability to link information
from different parts of the brain as well. In fact, it affects the foundational skills of reading,
writing, speaking, spelling, mathematics, or reason including concentration span, attention,
imagination, memory, coordination and social skills. Although it is not related to an IQ level,
the disability can occur at any level, and becomes evident in various areas of life. On the other
hand, the individual can have marked difficulties on certain types of tasks while excelling at
others.
Walcot-Gayda states that “learning disabilities are life long, range in severity, and are
distinct from global intellectual deficiency. It is important to understand what is meant by the
statements and how to recognise such impairments for educational practices and policies.”
SLDs also may be divided into five categories according to problems caused by learning
disabilities (see table 1), and teachers should bear in mind basic cognitive manifestations of
learning disabilities. Combination of stimuli can train and improve the weaker processing of
information, which will lead to better results in learning.
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Table l Categories of problems caused by learning disabilities
Visual Problems (difficulty that the brain has
with handling information that
the eyes see)
Poor visual memory, visual perception, figure ground
discrimination, visual tracking
Auditory Problems (related to the processing of
information that we hear)
Auditory memory, auditory discrimination, auditory sequencing,
auditory figure ground (trouble hearing sounds over background
noises)
Motor Problems (related to various motor
functions of the body)
Eye hand co-ordination, small or large muscle control
Organizational
Problems (poor ability in organizing
time or space, or sequencing)
Poor ability to organize time, poor ability to organize tasks, poor
ability to organize space, impairment of executive function (a
person´s ability to analyse things, apply information in a new way
or adapt to new circumstances)
Conceptual Problems (understanding abstract
concepts, complex language,
consequences and social cues)
Difficulty in: interpreting non-verbal language, understanding
figures of speech, anticipating the future; rigid thinking, poor
social skills and peer relations
Source: “What is a Learning Disability?”
As stated in section 2, dyslexia, dysorthographia and dysgraphia are considered the most
frequent and problematic learning disabilities in the classroom. Therefore, teachers should be
familiarized with basic information about their manifestation.
2.1.1 Dyslexia
Dyslexia is, according to Townend, a language-based disorder which affects literacy skills.
It is the most common difficulty causing trouble with ability to learn how to read despite
normal IQ, normal auditory and visual perception, as well as an absence of psycho-emotional
disorders. It can occur simultaneously with dysgraphia, and dysorthographia. Improvement in
one area causes enhancement in others at least by boosting individual´s self-confidence, and
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the author says that “Moreover many dyslexic people have visual and spatial abilities which
enable them to be successful in a wide range of careers”. Thus, in the treatment of dyslexia, it
is necessary to take into account both the expressive and the receptive sides of written
language. (Tomatis Colombia Home Page)
2.1.2 Dysgraphia
Dysgraphia represents a writing disability in which an individual has problems with
forming letters, and writing within a defined space. The person even finds it difficult to
understand their writing. The process of writing itself is considered very arduous activity
which causes tiredness shortly afterwards. Dysgraphia can be associated with dyslexia of
which it then constitutes one of the symptoms. (Ibid.)
2.1.3 Dysorthography1
This disorder is another disorder of learning which affects written language as well. It is
described by occurrence of major spelling errors, such as inversions or omissions of both
letters and syllables; word brakes, or confusions. These mistakes are due to a lack of
automation of the recognition of the written form of words. This lack of automation also
derives from a deficit of the system which analyses the sounds of speech. “It has been
demonstrated that dyslexia is associated with deficits in the temporal encoding of sensory
information. It is clear that the deficits seen in dyslexia span multiple-sensory systems”.
(Hairston)
Teachers´ work in the classroom also involves dealing with SLDs and the main aim is to
help learners to overcome their problems in learning and enable them to experience success
despite some of their limitation.
Senses have unmistakable influence on the process of knowledge acquisition. The more
senses are stimulated, the more information is possible to be learnt and understood, which is
the main reason for application of multisensory approach in teaching learners with SLDs.
____________________________________ 1 Tomatis Colombia Home Page provides information about learning disabilities also in English, and it is possible to find there detailed descriptions of SLD and other information.
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2.2 Multisensory Approach
2.2.1 The Need for the Multisensory Approach
Senses have been involved in learning since the moment of birth, or even earlier. The
process of imprinting starts in unborn babies, which is proved, for instance, by baby´s
recognition of its mother´s voice. Hearing, touch, and later sight are means of familiarising an
individual with the environment, and knowledge originated in experience and perception.
All people learn through the information relayed to our brains by our senses, mainly sight,
hearing, or muscle movement, as is said in the article “What is the MLA?”2 That information
should be understood, recalled, and used in new situations. The multi-sensory instruction is
needed to allow children with SLDs to learn new skills and concepts through their most
reliable learning modality, whatever that may be with the use of multisensory techniques
described in 2.3. In language learning those children should be treated and supported in order
to acquire strategies to catch up with language development. Townend states:
“The backbone of intervention for dyslexia is a highly structured multisensory approach that teaches
reading and spelling skills at the appropriate rate. However, it is also explicit in pointing out that such a
programme must be delivered with due attention to individual differences in the other cognitive skills that
contribute to literacy development, and take account of the learner´s style, interests and not least their
confidence and self-esteem”. (Preface)
This is the reason for paying more attention to the stimulation of as many senses as
possible to help those children to find out their way to gaining knowledge successfully.
Validity of this approach is confirmed also by Jim Scrivener who says that “humans tend to
have different sensory preferences, i.e. some people respond best to hearing things (auditory),
others to seeing them (visual), while others learn best when they can touch and feel tangible,
physical objects (kinaesthetic)”. (64)
The importance of that approach is also evident from the following extract: Multi-sensory learning makes use of the way our senses – sight, hearing and touch foremost – build one
upon another during the learning process. Using more than one sense generates a fuller and more
memorable way to experience an idea or concept. By offering children multi-sensory learning recreates
the way children prefer to learn – naturally, with all their senses engaged. Multi-sensory learning is also
highly effective in creating the type of immersive experience and environment which has proven so
crucial to language learning. (Lagana)
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In this context, multisensory approach blends together with learning styles which differ
from person to person. They are a part of the complex ways in which the human brain works,
being more than merely a matter of preference (“What is the MLA?”).
There is one additional advantage in that approach – not only information is gained, but
also particular ways of learning are improved and those poorer competences become stronger.
The chance to balance learning skills is higher as stated in the section below (and also by
Urquhart, 8-9). Therefore, learning styles are one of the key aspects of the successful learning
process using MLA especially for children suffering from any SLD.
2.2.2 Learning Styles Learning styles are collections of personal characteristics, strengths, and preferences
describing how individuals acquire, store, and process information. (Urquhart, 8-9) They are
simply different ways of learning. In the article “Learning Styles and Multiple Intelligence” it is
stated that information about learning styles and multiple intelligences is helpful for everyone,
but especially for people with learning disabilities and attention deficit disorder. All learning
involves the visual, auditory, and tactile-kinaesthetic channels. Once helpful learning styles
are identified, learners are able to develop coping strategies to compensate for their
weaknesses and capitalize on their strengths.
It is possible to find out the type of the learning style by trying various quizzes either of
printed forms or interactive quizzes available on the Internet.3
According to Urquhart, students who are aware of learning style differences are better able
to apply knowledge, are more satisfied with instruction, and have enhanced self-confidence.
Still, it is very important for teachers to balance instructional methods so that all students are
taught partly in their preferred modes but also be exposed to practice learning in less preferred
styles. Teachers using all visual, auditory and tactile-kinaesthetic methods will be more
effective than those who limit their strategies to one or two methods. (8-9)
______________________________ 2 Multisensory Learning Academy (“MLA”) is a public elementary charter school sponsored by Reynolds School District in Oregon, the USA. The instruction at Multisensory Learning Academy is designed to reach the auditory, visual, and motor pathways simultaneously, used by a coalition of experienced teachers, committed to offering an alternative in elementary education.
3 Examples of interactive quizzes are available at MLA Home Page or at LdPride Home Page.
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In three following paragraphs, visual, auditory and tactile/kinaesthetic learning styles are
described according to the article “Learning Styles and Multiple Intelligence” in order to mention
their specifics. Each style prefers one particular sense which represents the main channel for
processing information.
2.2.2.1 Visual Learning Style Visual learners learn through seeing. They need to see the teacher´s body language,
gestures, or facial expression to fully understand the lesson. Lip-reading also helps. They
learn best from visual displays as described in section 2.3.1. It is also recommended to study
in a quiet place away from verbal disturbances and to visualize information as a picture to aid
memorization. (“Learning Styles and Multiple Intelligences”)
2.2.2.2 Auditory Learning Style Auditory learners learn through listening. They prefer verbal lectures, discussions,
presentations, talking things through and listening to others´ speeches. They interpret the
meanings of speech through listening to tone of voice and intonation. These learners often
read text aloud and use a tape recorder because they need to hear their voice. Further
techniques are mentioned in section 2.3.2. (Ibid.)
2.2.2.3 Tactile/Kinaesthetic Learning Style These learners learn through moving, doing and touching. They need to touch things
personally and benefit from a hands-on approach. Active exploring of the physical world
around them helps these learners to absorb the information. It is difficult for them to sit still
for long periods and they may be distracted by their need for activity and exploration. They
should work at a standing position and take frequent study breaks. Also, they are
recommended to chew gum, or listen to music while studying. Techniques are described in
sections 2.3.3 and 2.3.4. (Ibid.)
These three basic learning styles help to acquire information better. In addition, there are
further possibilities of how to support an exclusive intellectual capability. The next of those
options alongside with learning styles is the concept of multiple intelligences, following
Gardner´s theory of several specific, strong areas of learners´ skill to gain knowledge. The
concept is described in the section below.
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2.2.3 Multiple Intelligences Conceived by Howard Gardner, multiple intelligences are several different ways to
demonstrate an intellectual ability. (Ibid.) This theory emphasizes information processing -
and its importance of understanding of how information is obtained, sorted, stored and
utilized - as the key to learning. (Cox 4) Basic essence of Gardner´s theory is explained by the
author himself:According to Multiple Intelligences (MI) theory, all human beings possess at least eight forms of
intelligence, which I call linguistic, logical-mathematical (the two favoured in school), musical, spatial,
bodily-kinaesthetic, naturalist, interpersonal, and intrapersonal. All of us have these intelligences – they
are what make us human, cognitively speaking. But because of genetic variation and the accidents of
experience, no two of us have exactly the same blend or combination of intelligences. I call on educators
to take advantage of this multiplicity of intelligences. Teachers should fashion teaching and learning so
that all students have the chance to learn and to demonstrate what they have learned – not just those
students who happen to be gifted with words and numbers. (Gardner)
As stated in the extract above, it is believed that there exists a multitude of intelligences
each of which involves its own strengths and specifics and are quite independent of each
other. They are described by Smith, and also in the article “Learning Styles and Multiple
Intelligence”.
As described and explained in this section, clear focus should be on the multisensory
approach in teaching and working with children, especially those suffering from any form of
SLDs. The principles of learning styles are derived from the need to encourage them because
of their weaker performance. As learning styles deal with engagement of the most suitable
channels for acquiring information – senses, they represent the key factor for successful
learning according to learners´ personal areas of strength and potential.
The reason for implementing different techniques and approach into the process of
teaching is the need to encourage learners with SLDs in learning. Paying attention to
stimulation of as many senses as possible can help learners to overcome their disadvantages
and motivate them in their work together with increasing their interest for learning. The
techniques presented below follow principles of learning styles and multisensory approach.
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2.3 Multisensory Techniques Multisensory techniques are frequently used for students with SLDs. Logsdon confirms the
positive effect of the use of multisensory techniques: “Multisensory teaching techniques and strategies stimulate learning by engaging students on multiple
levels. They encourage students to use some or all of their senses to gather information about a task; link
information to ideas they already know and understand; perceive the logic involved in solving problems;
learn problem-solving steps; tap into nonverbal reasoning skills; understand relationships between
concepts; and learn information and store it for later recall”.
Not only according to terminology used by Logsdon is it evident that multisensory
techniques are closely related to learning styles. While sections 2.2.2.1 – 2.2.2.3 explain the
basics of each learning style, the multisensory techniques described below show how their
usage in the classroom meets learners´ individual needs. Each preferred sense is stimulated by
convenient methods to get as much as possible for remembering and understanding learned
issues. Every technique is used to support a particular learning style in order to experience
some success in learning.
2.3.1 Visual Techniques Sight is basically the most common sense used in dealing with everyday existence.
Therefore multisensory techniques constantly include visual teaching methods such as using
pictures and/or text on posters, paper, models, projection screens, computers; multi-image
media, finger spelling and sign language; adaptive reading materials; use of various colours
for highlighting, organizing information; graphic organizers; and student-created art, images,
text, pictures, and video, as stated by Logsdon.
Visual support used in learning provides connection with reality, both familiar and still
unknown, which helps learners to put things and information into the context thus to network
newly-gained knowledge.
2.3.2 Auditory Techniques Auditory techniques are aimed at sound; and stimulate verbal reasoning. They include
using computerize text readers, auditory trainers, hearing aids, books on tape, podcasts and
peer-assisted reading; video, film, or multi-image media with accompanying audio; and
music, songs, instruments, speaking, rhymes, chants, language games, or mnemonics. (Ibid.)
It is recommended by experienced teachers to accompany visual stimuli with sounds
(supporting auditory learning style) to get more complex information, which contributes
towards better memory and acquirements.
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2.3.3 Tactile Techniques The next area mentioned by Logsdon applies tactile techniques which involve using the
sense of touch. They are represented by strategies applying the use of modelling materials
such as clay and sculpting materials, paper mache to create models; use of sand trays, textured
objects, finger paints, and puzzles to develop fine motor skills.
These techniques seem to be active than both visual and auditory strategies because they
require an individual to perform an activity. They probably more interconnect and round off
the impact of senses involved.
2.3.4 Kinaesthetic Techniques The last multisensory methods are called kinaesthetic and they use body movement, both
fine and gross motor movements, e.g. games involving jumping the rope, clapping, stumping
or other movements paired with activities related to concepts; all tactile activities mentioned
above; and any large motor activity such as dancing, rhythmic recall, flashcard races, running
dictations, Chinese whisper and other learning games. (Ibid.)
Bodily/kinaesthetic learning style is aided by those techniques using not only touch but
also the whole body movement, for instance when working with interactive whiteboards
(IWB). Children don´t work in the sitting position and they experience different movements
when they stand or kneel while writing or moving objects.
Considering helpful and supportive use of various methods and techniques which relate to
learning styles together with multiple intelligences, it is necessary for teachers to search for
new, fresh activities which are preferably interactive. Dudeney also said that technology is
becoming increasingly important in both personal and professional areas of life, and our
learners have started to use current technology more. (7) This statement is connected with
Windeatt´s opinion which supports the idea of inclusion of ICT in the classroom: “Language
pedagogy cannot and should not be immune to the advantages the Internet [and other
computer-related digital media] offers – in information, in resources and in opportunities for
global communication“.
As the computer (and the Internet) is an easily accessible source of interactive activities, it
should be used as a means of additional application of multisensory approach in teaching and
learning. Especially learners with SLDs would benefit from practising English language
interactively through ICT, which is the main topic of this thesis.
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2.4 Use of ICT with Respect to SLDs ICT has great potential to support the teaching of languages at primary, or secondary
schools. As indicated by Howard Gardner in section 2.2.3 dealing with Multiple Intelligences,
it could be beneficial either for teachers or students to have an opportunity to work on as
many intelligences as possible. This variety is possible to cover by use of relatively broad
spectrum of miscellaneous digital media, and virtual learning environment. Gardner also
explains the logical consequence of this idea: “The theory of multiple intelligences emerged
during the same era as the ‘new technologies’: CD-ROMs, videodisks, the Internet, the World
Wide Web.”
The teaching of languages should be supported and enriched by the use of CD and DVD-
based resources and alongside websites, which allow the space for different learning styles to
be incorporated into working and learning. As is described by Gardner in section 2.2.3, each
learner constitutes an individual collection of strengths and weaknesses with particular
preferences. Therefore some learners can benefit from simpler drill-and-practice vocabulary
reinforcement and extension. For others, the opportunity to use foreign language online and in
collaboration with other learners will be useful in, for example, e-learning, chatting on line, or
sending emails.
From interactive exercises to regular email exchange with peers worldwide, to voice-mail,
video mail, an interactive map, a voice-chat, Dudeney together with Allen thinks that all those
activities (and even many others) learners can experience in class. There are several
advantages in using intercommunication tools and registering it all online. It generates
e-Portfolios for learners, promotes collaborative learning, develops e-literacy skills, stimulates
intercultural awareness, or caters with different learning styles for easier motivation.
There are many tangible benefits which ICT tools provide for either teachers or learners
such as sharing the work, materials, documents, listening practice, projects; accessing outside
the classroom; independent work; focus on the message (not on the form); or recording the
speaking presentation, online evaluated – for enhancing students´ oral skills. It is considered
the cheapest, fastest, and the most comprehensive means of communication – creating the
blogs, for instance, gives a sense of community, encourages shy students to express
themselves. The online environment can be a non-threatening space for extra practice of
English. As also stated by Lewis, using the Internet and multimedia in the language learning
process allows introducing content in different ways and all appeal to the learning styles or
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“intelligences” of more pupils, which is by all means highly motivating. They can be used to
encourage independent learning and creative thinking skills. (5-6)
What is more, the number of supportive sources on the Internet has enormously increased
recently as many teachers create wide range of interactive materials available for other
educators interested in using them in their lessons, as described in the section 3.3. They can be
shared worldwide, which is very advantageous for all people involved. Many schools place
those materials on their web pages on display to be browsed and used publicly. They involve
either Power Point presentations, ELT web sites, or IWB files.
On the other hand, technology should remain balanced to other teaching methods, and it
should not overwhelm the learning environment in the classroom. Preferably, it should
support cooperation among learners and create inventive atmosphere.
2.4.1 Web Pages There are many web pages easily accessible on the Internet. They provide many tools
which can be adapted for a particular, specific purpose depended on learners´ needs, as it is
mentioned in the previous section. It is possible to play games in English, practise grammar or
vocabulary, and also use pictures, create stories, or sing songs; often on various topics. Some
students´ books are accompanied by their own supportive interactive websites using related
grammar and vocabulary sets, sometimes there are other activities available such as
webquests (created either by teachers or learners), or infoquests, videos and interactive games.
Teachers are further enabled to use several web pages in order to create various interactive
exercises for practising required grammar features or vocabulary sets. The more senses are
taken in, the bigger is the chance to appeal at the learner´s potential to gain new knowledge,
or to improve his or her performance. Section 3.2 deals with creating materials in more detail.
They can be also used for project work, learners can play with the language to find out
definitions, see various words in a context, learn more about the meaning of words and terms
when using online dictionaries, or concordancers along with various encyclopaedias including
Wikipedia. Dudeney conveys: “Using websites is one of the easiest and least stressful ways of getting started with technology in the
classroom. There is a large and constantly expanding collection of resources on the web, at a variety of
levels and covering an amazing array of topics. You can choose from authentic (written for Internet
surfers in general) sources or ELT-specific sites (made by, and for, teachers), monolingual or multilingual
sites, sites with the multimedia, or just simple text”. (27)
21
It is possible to agree with Lewis that selecting convenient websites involves a few criteria
which help teachers to choose suitable sites for a particular need. The choice depends on
either learners´ level or their age. Young learners, for instance, prefer sites containing
interesting graphics, quickly loadable, with clear and easy navigation. However, there are
some disadvantages as well. As the Internet is not a controlled environment, it is vital for
teachers to use only sites managed by well-established organizations or those they are already
familiar and comfortable with to protect children from inappropriate material. Therefore it is
highly recommended to actively monitor computer work, use child-safe search engines4, or
limit random searching by using ‘web filters’. (16-20) Pupils should be informed about the
dangers connected with use of ICT as well. Computer-related, often interactive, activities are
based on software which is generally available. (Windeatt, 15)
2.4.2 Software In general, software is represented by programs called software applications and operation
systems such as word processors, or media players, web-editing programs; and web browsers.
Dudeney confirms that these tools: “can be used in many inventive ways in the classroom, by both teachers and students. Teachers can
prepare, create, store and share materials for their classes by using a word processing program, and
learners can use it both in and outside the classroom, to practise writing skills, grammar and other
language points, as well as to present their work”. (15)
Word processors can be used for creative writing. They include dictionary, grammar and
thesaurus tools, and the spell-check option as well, as illustrated in section 3.1.2. Using these
options can make a learner more aware of errors, and provide a possibility of self-correction.
Word processing activities enable to model and share texts, produce and edit them
collaboratively. They put the emphasis on the process of writing, which leads to more creative
use of language. Because of the ability to move words and their chunks within a text, these
activities are excellent for practising language, including noticing, collaborative writing, or
presenting work. (20-25)
Software for learning languages is also available on a variety of CDs, CD-ROMs, or
DVDs. These digital media offer a wide range of interactive language learning activities. One
of the most popular nowadays is software for IWB. To sum up, all these tools provide
amazing support of learning styles as various images and pictures (often interactive) are
________________________
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4 Search engine is similar to a database of stored information. It pre-selects sites for their suitability for children.
displayed and manipulated, involvement of sound options including native speakers´
recordings, songs, chants, or wide range of acoustic and digital audio records.
2.4.3 Digital Media Digital or electronic media are considered very useful in the learning process as well. They
involve a wide variety of interactive hence multisensory activities; and can be defined as a
creative combination of digital arts, science and technology used for human expression,
communication and education. (“Digital Media”) Digital media comprise tools such as CDs,
CD-ROMs, DVDs, computer-based testing, digital portfolios, or interactive whiteboards, as it
is said in the previous section. In respect of effective involvement of multisensory approach in
learning, technology together with digital media offers either visual, auditory, or tactile
stimuli which learners can prosper from. Obviously, visual stimulation is the most common as
it is acknowledged in section 2.3.1. It is very often accompanied by auditory complements.
Tactile part is represented by the necessity of computer mouse manoeuvring, typing letters
into the gaps provided, or operating directly on the screen or board surface. Using technology
also supports individual pace of work, and provides the option of multiple repetition of tasks
according to individual need.
2.4.3.1 CDs CDs are media containing text and audio files with practice tests, listening comprehension
and reading comprehension. They are very practical tools which give learners a general idea
about the content of the test, its structure, the length of exercises. The computer provides
immediate feedback and scores, which increase learners´ awareness and enables them to learn
from the mistakes.
2.4.3.2 CD-ROMs and DVDs As conveyed by Dudeney, CD-ROMs5 look exactly like audio CDs but in addition, contain
multimedia files that enable using text, images, audio and video to provide interactivity. They
are often included with course books and workbooks (free or at little extra cost). The content
is related to each course unit, bringing learners extra listening and reading materials,
recordings for practising pronunciation and speaking, and interactive vocabulary and grammar
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activities such as matching, drag and drop exercises, gap-filling, crosswords, and so forth.
They are intended for self-study work as follow-up to a lesson. Using CD-ROMs enables
learners to make their own choice of designed activities and materials, to check their own
progress in different language areas and skills with respect to their individual pace. (113)
According to Allen, CD-ROMs can differ in content as well. There are many databases in a
form of a CD-ROM with the option of making notes, copying and pasting images or short
texts, or transferring to a word-processing document.(157) It is possible to use CD-ROMs
available with dictionaries containing audio recordings of the words (often in both British and
American English), games and exercises, typical errors, or thesaurus functionality.(162-163)
There are also available CD-ROM talking books, games and resources in the form of CD-
ROMs, and CD-ROM software – used for its storage and transfer. When a school buys new
software, it is copied onto the school´s computer or network as appropriate and used from
there. Then it is possible to work with software without a CD or CD-ROM inserted in
computer´s drive. (Terasoft Home Page)
Dudeney also adds that DVDs6 have much greater storage capacity than CD-ROMs and
allow the viewer to choose from various language options. They can be viewed either on a
computer with DVD viewing software installed or on a DVD player.(114) There is a useful
feature of this medium to have an option to view subtitles along with video dialogues, which
connects visual and auditory perception and results in better understanding. Generally, these
subtitles are only in English in ELT courseware DVDs but in authentic DVDs mainly
containing films there is a choice of several languages. Sometimes DVDs are accompanied
with vocabulary sets and phrases related to the video content.
2.4.4.3 Interactive Whiteboards As Allen says, “Interactive whiteboards (IWBs) are touch-sensitive boards which allow
teachers and children to engage directly with material projected on a screen from a computer
[which has IWB software installed (Dudeney, 122)] via a data projector”. The operating of
materials in the computer is controlled by touching the board, the screen, either with a finger
or a special pen. Power Point Presentations, or native software of the whiteboard (files called
notebooks, flipcharts or Easiteach), are mainly used.
____________________________5 Short for ‘Compact Disc Read-Only Memory’
24
6 Short for ‘Digital Versatile Disc’
The most significant feature is the touch together with strong visual impact which can be
combined with audio recordings. Therefore the activities presented through IWB are
interactive. As indicated in the sections concerning multisensory techniques, especially
bodily/kinaesthetic learning style is supported by the need of touching the board in order to
move images and words, or writing with a special pen or a finger. It is interesting to watch
children operating the system while kneeling, or moving almost the whole body. Touch goes
hand in hand with sight which is also highly involved in such activities. Having an access to
the Internet, hearing can be stimulated as well by the use of audio files available such as
videos, songs, and many other interactive games and activities.
The principal source of content is considered the Internet, mostly a vast range of images,
hyperlinks, videos, or already created files, as it is also described in section 2.4.1, which deals
with websites. The use of these resources saves time for preparation. The big advantage
appears in the almost unlimited options in a choice of its content. Using the software it is
possible to create made-to-measure content for a particular purpose. Of course, teachers
should be familiar with the technology to be able to present the possibilities of the software to
implement the feature of novelty and freshness of those tools effectively.
There is also one interesting element concerning the use of IWB worth mentioning. Some
producers offer an option of a remote response system (“Interactive Whiteboard”) which can
be used for example for covering tests assessed through individuals handheld ‘clickers’. Some
of these devices respond to multiple choice and polling options, while others offer text and
numeric responses as well. (“Interactive Whiteboard”)
IWB can easily become the centre of the whole class at the expense of group work, which
teachers should keep in balance, as stated in section 2.4.
2.4.4 Virtual Environment In teaching languages there is the need of practical use of a target language also in real or
at least inducing situations. The Internet provides requested options of interconnection
literally all over the world. There are two main reasons for implementation of interconnecting
elements in teaching. Firstly, communication is the basic element of improvement of learners´
language competence, which is available through various virtual learning environments
(VLEs). Secondly, anchoring of communication skills depends on frequency of their usage.
25
The more frequently learners experienced real life communication, the more confident they
can soon become.
According to Allen, a VLE has become a key tool for anytime and anywhere learning. This
dynamic web space enables the content to be “easily updated or uploaded without the need for
any knowledge of html code. This means that information and files (including multimedia)
can easily be made available to children beyond the limitations of the school timetable and
building”. VLEs afford opportunity to use a selection of online tools such as discussion
forums, chats, blogs, e-learning courses, or emails. Such tools bring further options for
children to extend their learning outside the classroom environment. They allow active,
dynamic and more creative participation within establish communities. Moreover, the
important issue of safety online is concerned with the possibility to regulate access and
membership. (182 – 183)
In terms of multisensory approach the use of VLEs involves engagement of almost all
senses. Sight provides visual perception aimed at e.g. learners´ reading comprehension in
order to understand the content, or when creating own text to check grammar and spelling.
Video or animated content gives the chance of better understanding and more complex
stimuli. Auditory channels are activated when listening to audio files or watching videos.
Again, more senses involved afford more integrated outcome of the activity.
Tactile/kinaesthetic involvement is represented by either operating the computer with a
mouse, or typing the text. The importance of stimulation sensory channels is described in
section 2.2.
2.4.4.1 Sending emails Electronic mail is considered one of the easiest accessible VLEs. Children can start using
their own emails within their group, or it is possible to create new addresses for a particular
use in the group. Children are familiar with the use of this ICT tool, and the option of
interaction among their friends can be very motivating. Also, it is possible to set up a
relationship with a similar group of students from a school abroad (keypal or penpal projects).
This kind of interconnection with pupils who speak only a foreign language can challenge
learners´ effort to study more and improve their current language skills. What is more, when
there is a possibility of realization of student exchange in the future, it can accelerate learners´
dedication for studying.
26
Dudeney states that “email allows us to communicate with our learners outside the
classroom, for example seeing, receiving, marking and returning homework and other written
assignments”. Therefore it will be typically used outside class time. However, when email
projects are set up between learners in different classes or countries, it would be more
appropriate to use school computers. The interaction is ‘real’ because of writing to real people
and using a ‘real’ medium. Both reading and writing email lead learners to exposure to the
target language as well. In a keypal project learners contact and interact with people from
other cultures, which adds another enriching element to the use of email in learning, as well as
presenting various levels of formality in email writing. One of the advantageous and
appreciated features of composing an email is an easy option to draft and edit before sending.
It is also a good idea to teach learners some ‘rules’ for effective online communication as the
basics of netiquette, such as respecting others´ opinions, or sending an appropriate size of
attachments. (62 – 63)
Working with email requires both visual and tactile/kinaesthetic involvement as auditory
mode is usually not used, though sometimes audio files can be attached, of course. Major
benefits lay in “real” interaction and communication that supports learner´s competences to
use the target language practically. Similarly, other forms of asynchronous communication,
e.g. discussion forums, provide contacts with other participant without necessary online
simultaneous presence when messages are sent or received. It is also possible to set the option
of receiving all forum contributions to an email. On the other hand, communication via email
is more personal because of the possibility of sending a message only to chosen members,
when all contributions to a forum are available and visible for other participants. As
mentioned in section 2.4.2, there is the need for suitable software to operate these VLEs.
2.4.4.2 Chat Online Chat is an ICT tool allowing people to communicate all over the world in real time. It
gives an opportunity either to write messages or speak directly to the other person
synchronously, which is the main difference between chats and emails or discussion forums
described in the section above.
Based on Dudeney, this technology is worth trying in the classroom because learners are
often familiar with its use. “What makes chat essentially different from other forms of
synchronous communication . . . is presence. Chat users are able to see the status/availability
of other chat users, such as whether the user is online, away, busy, and so on”. However, it is 27
important to bear in mind that using chat needs to have a clear purpose for learners. It is
generally recommended, e.g. by the author, to use standard written English conventions in
text chat and email. Learners are also more likely to start interaction with other non-native
participant. Chat should be used as another way of improving and practising the second
language. Basically, several types of chat programs are distinguished (see table 2) to be used
online which can take place either one-to-one or between groups of users (71 – 73):
Table 2 Types of chat
Text chatCommunication via typed text. Messages are typed into the chat
program, sent, and they instantly appear on the screens of the users.
Audio or voice chat
Communication via audio, similar to a phone conversation, but
conducted on the Internet (becoming more common). To use audio
chat, a microphone and speakers and/or headphones are required.
Public chat
There exist a huge number of public chat rooms, on different topics
and categories to join on the Internet. Users usually don´t know each
other, and they can use an alias instead of their real names.
Private chat
The installation of a client program connecting individual users is
required. Users can be linked over an intranet (i.e. within a company)
as well. It is also known as ‘instant messaging’.
Possible classification of educational chats (suggested by practising teacher D. Gonzales)
Free topic chatsNo topic or agenda set, no specific moderator role; i.e. a pair or small
group meeting via an instant messaging program to practise English.
Collaborative, task
oriented chats
Out of class chat meetings to complete a real task, prepare some
‘product’ together as part of project work which will be presented to
peers in the classroom.
Informative or
academic chats
Set to disseminate information. A specific topic is presented, followed
by a question to be explored in the chat itself in the context of a
blended learning solution (learners meet both online and face-to-face).
Practice chatsSet to practise a specific function or form of language, or a specific
skill or strategy, probably out of class time.
Source: Dudeney
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In teaching and learning languages chat programs are considered another way of practising
the target language in real-time environment. The element of using webcam (web camera)
enriches the quality of interaction and extends the use of multisensory involvement. On the
contrary, there is not enough space in lessons within the school year to use these VLE tools
frequently. Therefore, learners are seldom likely to experience the types of communication
described above. Possible solution could be to get learners familiar with the rules of usage and
set tasks out of classroom time. Then they should be able to present the outcomes in lessons.
Chat is considered synchronous, as mentioned by Dudeney at the beginning of this section, in
comparison to email, or discussion forums which are described in section 2.4.4.1, or to e-
learning courses defined below.
2.4.4.3 E-Learning Generally, ‘e-learning’ is represented by learning that uses computer-based tools, e.g. the
Internet, CD-ROMs, DVDs, or some portable devices like MP3 players or mobile phones, as
mentioned by Dudeney. The author describes several terms associated with e-learning which
understanding can be rather confusing:Distance learning describes learning via ICT tools such as the Internet, CD-ROMs and mobile
technologies. E-learning is the newer term. Distance, or e-learning are, strictly speaking, superior names
for terms listed below.
Open learning represents one aspect of distance learning, referring to how much independence the
learner has concerning covering course content, how and when to do so.
Online learning takes place via the Internet. Therefore, it is an aspect of e-learning. Online learning
involves a major part of course delivery and course work taking place virtually over the Internet.
Blended learning is understood as a mixture of online and face-to-face course providing. Sometimes the
digital element is done offline with a CD-ROM. (136 – 137)
In the light of these facts this chapter will deal more with the use of e-learning or online
learning courses rather than with a simple incorporation of digital media, such as CDS, CD-
ROMs, or DVDs into the regular classroom (which is described in relevant sections).
According to the information above it is obvious that there exists a certain scale
concerning the proportion of virtual and face-to-face course delivery. Dudeney describes it as
follows: “At the end of the scale we have a 100 percent online course, where learners never meet face-to-face, and
all course content and coursework takes place online, and at the other end of the scale, a blended option
where most coursework takes place face-to-face, but there is a regular and carefully integrated online
component to the course” (137).
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The content of e-learning courses, occurring within both ends of the scale, is provided
through a convenient VLE on the Internet. It depends on the teacher´s decision of what
exactly should be involved and practised. The content includes relevant information covering
the aims of the course, for instance, reading materials, audio and video files for practising
listening, mock tests, accompanying pictures, or interactive exercises. There can be references
to a wide range of educational web sites offering worksheets, interactive games, or quizzes, as
described in section 2.4.1. An indispensable part is represented by discussion forums on
various topics set by the teacher. There is also a space for setting and delivering homework,
teacher´s comments on students´ work and participation, communication within the
community, or participants´ grades. It can be also called ‘computer-supported collaborative
learning’ which “is one of the most promising innovations to improve teaching and learning
with the help of modern information and communication technology”. (“E-learning”)
This option of language learning support through VLEs can be positively accepted not
only among university students, but also at secondary school level where learners´ computer
literacy has constantly been moving to a higher level. It also meets the demands of
multisensory approach because of the incorporation of activities requiring involvement of
almost all senses (as described in the previous sections). It is also suited to flexible and
independent learning out of classroom time.
Of course, there exists a wider variety of different forms of VLEs than are described in this
thesis. Some of those more commonly used were chosen as examples of the alternative use of
ICT tools available within a computer-based collaborative learning environment.
2.5 Conclusion of the Background Information and Theory Part There is the increasing number of learners in classrooms who suffer from some kind of
specific learning disabilities which bring them sometimes notable difficulties in the process of
learning, especially in learning a foreign language. Possible problems related to SLDs are
described in section 2.1. They represent the main reason for implementing the use of ICT into
the classroom to help those children to overcome their problems and enable them to
experience success in tasks which were considered difficult previously and also to lift their
self-confidence.
Despite some disadvantages connected with application of ICT in teaching (mentioned in
2.4.1), computer-based activities are considered very useful. First of all, they bring novelty
into the classroom through almost inexhaustible amount of interactive games, exercises, 30
grammar tasks, audio and video files, songs, reading materials on various topics. Their
interactivity naturally supports individual learning styles and requires involvement of almost
all senses. Secondly, children are familiar with many ICT tools and appreciate using them
within the classroom time as well, as stated in section 2.4.
Children can overcome their difficulties by the use of ICT in terms of correct application
of their preferences in learning styles, together with the individual combination of multiple
intelligences, and also an interactive multisensory approach. The importance of all these
aspects is described within sections 2.2.1 – 2.2.3.
3 Practical Part In previous sections the concept of multisensory use of ICT to help learners with SLDs,
and relevant background information were described. This part of the thesis tries to analyze a
particular selection of computer-based tools and activities in terms of involvement of human
senses in more detail. The examples of computer-based activities will also be presented to
show what is important together with reasons for using them. The main aim of the use of
following examples of ICT tools is to provide learners with different possibilities how they
can learn English in a more amusing way, often out of classroom time, as a means of self-
study improvement. When experienced the options at school, they can be motivated to use
ICT independently.
Practical part is divided into four sections which deal with both online and offline options.
It is also concerned with the creation of the materials.
3.1 Analysis of ICT Tools with Respect to SLD Most ICT tools are derived from direct use of the Internet. It provides the possibility to
play games in English, practise grammar or vocabulary through interactive activities, use of
pictures, create stories, or sing songs. Some publishers of students´ books offer their own
supportive interactive websites, or CD-ROMs.
As it is stated in section 2.4, there are many other activities available for using English in
an amusing way, such as writing and sending email, sending e-cards, entering or creating
websites, blogs, or wikis. There should be mentioned Internet-project work, keypal projects,
using e-dictionaries, or working with webquests. The considerable part of online work can be
represented by real-time communication, for instance chat. E-learning is considered a modern
31
and useful means of learning English online as well. Virtual environments allow to share the
work, materials, projects; enable independent work and access outside the classroom; focus
on the message (not on the form); provide the cheapest, fastest and the most comprehensive
means of communication. The online environment can be a non-threatening space for extra
practice of English in terms of stimulation learners´ senses to find the most suitable way of
their individual improvement. To sum up, websites, together with software, constitute the
backbone of computer-based activities, which will be proved in following sections.
3.1.1 Web pages The following set of websites will be analyzed according to proportion of sensory
involvement because as it is said in section 2.4.1. Consequently, the quality of knowledge can
depend on the extent of sensory-involvement, which is also the reason for this analysis.
www.onestopenglish.com
The purpose is to practise grammar, vocabulary, and skills. Learners use the games to fix
newly gained knowledge concerning a particular topic in the interactive way. After dealing
the topic or grammatical feature in a lesson, learners extend the theme on a computer, either
individually or in pairs. It is very useful for recycling language as well. Another reason for
using these activities is the fact that when working with them, learners, fist of all, have fun.
Mostly they don´t even realize that they are studying. Moreover, they will probably remember
the content better and longer.
There is a collection of interactive games and activities available in the Free Games
section. For each game there is a zipped file provided together with the choice of an
appropriate level from Starter to Intermediate. In each subsection it is possible to find
multisensory activities on various topics, mainly to practise vocabulary and spelling. For
example, an activity At the Shops (see Fig 1) requires completing the fruit and vegetable
crossword using the pictures to help. It stimulates mainly sight (an arrow which moves the
letters chosen from the list, changes green and red colours. When the letter is placed correctly,
the green tick appears when the word is completed, it is circled by a pink line and the related
picture is animated). The hearing is involved by various sounds connected with moving the
letters and picture animation. Touch is also needed in order to find the correct letter by
moving and clicking the mouse. After completing the task correctly learners hear positive
music and see enlarging words ‘Good job!’, or ‘Well done’. Other activities and games are
similar, they are accompanied by related sounds, for instance the Correct Time activity
32
provides the tick-tack sound, Our Town offers the sound of traffic, in The ZOO song the
sounds of particular animals are heard. In Synonym Challenge (see Fig 2) the adjectives have
to be matched and the central picture of a boy is animated and sounded in a very funny way,
which makes pupils laugh and keeps their interest. Some of the activities enable the whole
class participation with movement or pantomime, such as The ZOO song. Tactile/kinaesthetic
element is represented by the demand to type the exact word, as in Countries and
Nationalities quiz. Each country is accompanied by a sample of typical music, which brings
additional, cross-curricular element.
This website provides interesting tips, materials, ideas, and support for teachers as well
including those for improving learners´ listening, reading, speaking, writing, pronunciation
and integrated skills, so it also brings benefits to teachers themselves, as it is explained in
section 2.4.
www.britishcouncil.org/kids.htm
Activities are divided according to various topics in which children play and learn with
fun. This is the primary aim for presenting this website like an additional source of interactive
and funny activities (see Fig 3). Younger children practise vocabulary or grammar phenomena
through a wide range of games, e.g. a hangman, or time. There are songs available including
traditional songs together with related images, lyrics and additional printable materials.
Therefore hearing and sight are stimulated enormously when reading and hearing songs, short
or long stories, or fairy tales. This website provides printable worksheets for activities which
some of them are craft tasks, along with notes, tips and recommendations for teachers.
When uploading the activity, learners can make puzzles or move the image of a monkey to
clean the window in order to get a new picture. The time is used efficiently when waiting to
upload the game. All senses are activated even during the time needed for waiting to start.
These activities are used as an additional support, either in pairs on computers, or in the whole
group – with the use of overhead projector when the change of classroom management is
needed. Youngsters, as well as children with SLDs, prefer changeable learning environment
because of the danger of getting tired or bored quickly, as mentioned in section 2.1.
www.manythings.org
Many interactive games, exercises and activities of different levels are offered through this
website to stimulate learners´ senses. In Catch the Spelling mainly visual and kinaesthetic
channels are used. A Hangman requires kinaesthetic, visual and tactile involvement. Listen
33
and Repeat activity provides tasks for hearing (also including background music), tactile and
kinaesthetic stimuli because of the need of speaking. Tongue Twisters offers pronunciation
practice by presenting separated chunks, followed by a ‘Hear it all’ option. Letters in the
Correct Order presents demands for kinaesthetic and tactile involvement together with
hearing and sight. English Listening Room offers songs with gapped lyrics, which calls for
kinaesthetic, tactile, hearing and sight.
There are also Word Based Games – jigwords requiring tactile, kinaesthetic and sight;
matchwords available for two players, or speedwords using kinaesthetic, tactile, hearing and
sight. Word Web Games are useful for improving spelling through correct and incorrect
letters. All activities are used as a follow-up practice of pronunciation, listening
comprehension, spelling, or various kinds of computer-assisted writing (see Fig 4 and 5)
either in the classroom or as homework.
www.real-english.com
This website uses natural and authentic videos of people speaking real English on streets
all over the world (see Fig 6). It is designed for individual learning English and for teachers or
institutions. It offers unique ESL lessons, rendering the spontaneity of normal speech
understandable for all levels of students. Videos are divided into five categories according to
the level of grammar difficulty. All people speak spontaneously and naturally, although some
of them speak more clearly or more slowly. Each lesson is described by short introduction
with level, topic and grammar focus information. There are usually several videos available
within one lesson – a full and a short versions with the option to see subtitles or turn them off.
The lessons are provided with exercises, samples of listening for the exact information,
working with vocabulary. There are also links to an online dictionary for other meanings of
the word, multiple choice tasks, and pronunciation of particular words. Interactivity is
represented by essential involvement of almost all senses. This website is excellent for
introducing and presenting different accents and dialects of English language. It offers the
opportunity for learners to experience authentic dialogues among native speakers alongside
the focus on a particular grammar feature. The authenticity involving various speeds of
speeches is the part of language learning which learners lack in the classroom the most.
Listening for detail is another challenge offered through these videos which is used to practice
understanding. When trying e.g. to complete a worksheet with particular information, learners
do have to tune to the language and they are dragged into the reality, though mediated. This
possibility of working with ‘real’ English corresponds with the use of other ICT tools, as
34
described in section 2.2.4. First of all, learners watch and listen to the version without
subtitles, which is usually difficult for those inexperienced with these activities. Then they go
through exercises provided to listen to sequences for detailed information and type their
answers into provided spaces with immediate feedback by the system. If there is a
microphone attached, they can record their own answers and compare pronunciation with
original ones, which is considered possible homework practice. After completing exercises,
the version with subtitles is watched together with filling a worksheet prepared for checking
comprehension. At this stage, pupils participate more confidently in comparison with the first
attempt.
www.bbc.co.uk/worldservice/learningenglish
Learners with higher level of English benefit from activities accessible on this web page.
Among the range of options, they practise pronunciation of sounds, or phonetic symbols for
them, in quizzes users practise recognizing and rewriting words according to transcripts,
matching transcripts with pictures, or listening to the correct pronunciation. It is also possible
to download samples of radio programmes, scripts, connected speech, voicing. Especially the
videos in the Pronunciation Tips section of this site are very useful for learners because of
visual demonstration of making a particular sound, accompanied by the practice of contrasting
pairs, e.g. b and p, or θ and δ. It is possible to choose any sound from the chart (see Fig 7).
www.dfilm.com
This interesting website offers a creative moviemaker activity to compose a cartoon. The
optional choice of the background, the sky, background music, characters, or a plot of each
scene (rendez-vous, pick-up, chase, or sololiquoy) engages learners´ interest (see Fig 8). They
have to create dialogues by typing characters´ lines which will appear in written bubbles but
cannot be heard. Up to three scenes can be created, and sent on an email or a web such as
Face book, or MySpace. It is perfect for practising dialogues on a particular topic, children
use everyday expressions they have learnt, and they set them into different contexts within
moviemaker environment. Moviemaker is also used as a consequence of the experience with
the Real English Website, or after working with the DVD EXTRA as described in section
3.1.3.2.
www.helpforenglish.cz
Operated mainly in Czech, this useful web page deals with various elements of English
language in categories, such as grammar, vocabulary, tenses, tests, pronunciation, learning
with fun through songs or various activities, interactive tasks with explanation, the possibility
35
to listen to the correct pronunciation in online dictionaries or dictionaries related to a
particular text, exercise, or a song. A course for beginners is also included, together with a
literature part, forums and commentaries, communication within the community of users
(including the author, a university teacher Mgr. Marek Vít). It helps to improve language
skills because of the interactivity involving all senses interconnected in majority of tasks.
When there are any doubts, it is possible to consult the problem directly with the author.
There are also websites accompanying some course books, such as Project, or Happy
House. The interactive content relates closely to a particular set of course books.
www.oup.com/elt/global/products/project
Containing interactive games and exercises, Project website is divided in Vocabulary,
Grammar, Games and E-cards sections. Each of them involves level subcategories divided in
separate units, and deals with the use of how a letter or a word looks, how it sounds, how the
speech organs feel when producing it. Learners use both visual and auditory channels,
kinaesthetic while writing on a keyboard, and also tactile through the use of a mouse. Within
this website, a Project Third Edition Student Site link is placed, which enables to use an
extended and updated content. Levels 1 and 2 offer new additional games and activities
including a Picture dictionary and a Phrase Builder. Grammar, Vocabulary, Listening,
Pronunciation, Test and Games parts are available, all of which are interactive as well.
These two websites are used primarily for practising additional activities, related to a topic
dealt with in a lesson. They are set as homework, or in classroom time before revision, or a
test.
http://www.oup.com/elt/global/products/happyhouseflash/
This web page provides young learners with pictures, written words, listening to stories
and correct pronunciation by the same voices as they are familiar with from lessons. They
practise vocabulary in games, send e-cards, or create a calendar. All visual, auditory,
kinaesthetic and tactile channels are involved when operating the activities which are closely
related to students´ books and class CD. Children are to practise mainly vocabulary, or
listening to stories individually at home in order to recycle what they´ve learnt in lessons. It is
also very good to get tuned to the sound of English language.
It is evident in the lesson plan enclosed (see Fig 9) as an example use of the website
www.helpforenglish.cz that it is tightly connected not only with practising a particular grammar
36
feature – the present continuous tense but it is also aimed at individual work with the
advantageous content of this website. According to my experience, some pupils searched for
grammar explanation in Czech and weaker learners checked the meaning immediately, they
went through example sentences with the possibility of translation, including multi-sensory
activities. They also experienced vocabulary practice which is accompanied by pictures, both
pronunciation, and writing practice (see Fig 10). Most of all, they liked listening to the song
and singing together. Even when dealing with additional activities, many of them sang it
quietly. Multisensory approach was represented by trying these options in dealing with the
song either individually, or in pairs. As the positive feedback it appeared that most of the
pupils wanted to continue working with this website at home, and were disappointed with the
bell at the end of the lesson. The main reason for presenting this website is to introduce what
is available to do, and motivate keen learners to explore the activities deeper according to
their actual needs, which was proved in my classroom. It is also described in section 3.1.3.3
how it can be adapted to IWB.
3.1.2 Software
As mentioned in the section 3.1, software represents the other fundamental part of
computer-related activities. Apart from many online options stated in section 2.4.2 which will
be dealt with later, it brings the practice of English language independently of the Internet. It
lacks the possibility to communicate online but it provides a wide range of activities to
improve learners´ skills. One of the easiest possibilities is a word processor which is available
on every computer. Its use for creative writing of project work is convenient for learners who
are not confident in using English very much, as apparent in an example of one student´s
project (see Fig 11), or want to put brain to additional practice in their self-studying. When
working on a writing task, learners, and especially those suffering from any SLD, are
recommended to use grammar and thesaurus tools, and the spell-checker to eliminate possible
mistakes in a draft and become aware of the use of particular words in the context. It is
possible to combine the use of different software, e.g. send the writing task attached to an
email, as we sometimes do in my classroom because of some weaker learners´ preference to
use the computer instead of writing in pen. The draft is checked and some comments are
added for successful self-correction. This procedure fits the multisensory approach because of
mainly visual and tactile/kinaesthetic channels. As stated by Lewis in section 2.4, computer-
37
based activities correspond with learning styles when used for creative and independent
practice.
Software is also stored, or only transferred, on digital media, as stated in section 2.4.3.2.
3.1.3 Digital Media These mostly portable carriers are used for practising additional activities, individually or
in pairs, at home or in the classroom.
3.1.3.1 CDs As an example it is possible to describe the TS Angličtina 1 – 5 compiled by the Terasoft
Company. It has proved to be very supportive for classroom practice when including
vocabulary, grammar, listening or reading comprehension, pictures or images accompanying
the interactive tasks, or the option of compiling (and printing out) tests according to particular
needs. This software is used at our school for practising before tests, after explaining the issue
in a lesson. Children recycle a particular content to remind what they´ve learnt so far and
possibly realize connections, patterns and principles in using the language (see Fig 12). This
is the main reason for using this software. An individual or in-pair training offers visual,
auditory and tactile/kinaesthetic involvement because of various activities, mainly set
according to Project course books (which many learners are familiar with from lessons) but
there is an option of Chatterbox content. It is divided into the same units as course books, and
it covers the same sets of vocabulary and grammar features. Children like this practice
because the options to choose are written on the screen, which they consider easier to work
with. They are also provided with both immediate and final feedback and they like to follow
their continuous scores. They often convey that this drill helps them to get familiar with a
particular grammar element or pattern, and also remind what they´ve learnt previously.
Weaker learners benefit from working in pairs because of their discussion the issue together.
This software has to be copied onto the school´s computers or network, as mentioned in
section 2.4.3.2. There is also a new edition available.
3.1.3.2 CD-ROMs and DVDs
38
These media brings wider content utilization because of extra interactive possibilities of
working with the language, as mentioned by Allen and Dudeney in section 2.4.3.2. It is true
that many publishers include a CD-ROM with a workbook for learners to have a chance to
practise at home. For example, English Zone (see Fig 13), Way to Win, or Messages offer this
option. They contain vocabulary sets separately, or within songs, stories, grammar exercises,
My Progress check, dictionaries, reading and listening practice. These interactive tools are
used mainly out of the classroom time as homework preparation but sometimes it is
convenient to work with one or more particular sections in a lesson, e.g. before tests. Teachers
can monitor either individuals or pairs how they are successful and whether there is any need
of additional explanation before some form of an assessment. This usage is more personal and
helps to improve relationships between the teacher and learners. It also supports cooperative
and helping environment among learners themselves. Some of them, such as English Zone,
can be used with the IWB (as described in section 2.4.3).
A EuroTalk interactive CD-ROM “Naučte se Anglicky” from a Talk Now! set is
convenient for home preparation. Students are recommended to use this CD-ROM because of
a very creative content and several advantages. Recordings are provided by two native
speakers, the learner can record his or her own voice and compare pronunciation to the
original sound. It contains sets of vocabulary, phrases, interactive practice, listening
comprehension, and the option to detect most frequent mistakes to drill more by the system.
The whole content is suitable for learning with fun, meeting all requirements with respect to
multisensory involvement as mentioned in section 2.3. There is also the possibility to use the
network version in the classroom offering quizzes, continual assessment of learners and their
evaluation in the database.
DVDs give learners the compact feeling and experience of the use of English in real
context and situations when mainly sight and hearing are involved and English is used in
context. The compilation of all these elements provides learners with complex perception.
When considering authentic DVDs, teachers have to bear in mind the purpose, and the correct
choice of a particular film. They are basically used at the end of the term, before holidays to
cope with a relaxed mood of students. It is an exclusive opportunity to present English as a
natural part of a familiar story, and also to motivate learners to challenge their listening
comprehension. The perfect example of this use is the film Mamma Mia, which most students
like, accompanied by well-known songs. To prevent them from passive approach, the focus
can be on the differences in lyrics. Student detect some changes comparing the original texts,
39
and then they compare the general presentation of them both original and in the film. This is
an ongoing project taken more than one lesson.
Another option of the use of DVDs offers, for instance, a video course Angličtina EXTRA
1 - 4 (see Fig 14) brought by British Channel 4. It contains 30 ‘sitcom’ episodes presenting
English in dialogues among four young people. The level of the language starts from
elementary, and gradually escalates to intermediate. Approximately 20-minute episodes are
enriched by interactive activities including recapitulation of main points, questions to check
comprehension, and particular sets of vocabulary used in each episode, recorded by the native
speaker. Learners´ understanding also benefits from exaggerated intonation accompanied by
gestures. In my classroom, these DVDs were used with an overhead projector for the whole
group, firstly with brainstorming of what they remember from previous parts together with
related set of vocabulary and phrases. They were gone through, also in order to practise
pronunciation. Then the episode was over-watched, followed by comprehension questions,
pair discussion about what they liked and disliked, what was funny, what was strange, they
focused on Hector´s English and elicited differences in pronunciation and meaning. As a
consequence of watching “film”, in the next lesson they used moviemaker software to create
their own short films, as described in section 3.1.
3.1.3.3 Interactive Whiteboard The potential of IWBs is closely described in section 2.4.4.3. There exist several major
possibilities of using this multiple-function tool. Firstly, it can present a chosen content of
some website, for example a song from www.helpforenglish.cz, as explained in 3.1.1. At the
beginning the whole group read the lyric and listen to the song (together with some body
movement), they sing along several times if they want to. Then the gapped text is completed
by a special pen. The next step is to elicit the relevant grammar feature – present continuous
tense is underlined in the full text version. The following part is covered in pairs on computers
independently when learners explore and try to practise vocabulary, grammar explanation, or
translation of the text, the teacher monitors their work and helps if needed. The next example
is using images from Google or any online flashcards available to work with on the screen
and write legends to the parts – an animal with its body parts, a landscape with proper
vocabulary, or food ingredients. The reason for using these activities is to practise vocabulary,
writing, and spelling in connection with reality in form of visual, auditory, tactile and bodily
40
involvement, which is important for better acquisition of newly-gained knowledge, as
described in 2.3.
Secondly, the IWB operates files in its own software where any needed content is possible to
insert. Teachers create their own materials (see Fig 15), as described in section 3.2., or they
use already-created files. As conveyed in section 2.4, the Internet represents almost the
endless source of interactive materials, many of which have been created by teachers
themselves and shared worldwide. Concerning the use of IWBs, there exists a database with
these files created on various topics and is provided by the distributor, and teachers are also
recommended to use Portal for IWB Fans at www.veskole.cz. Many schools put the files on
their websites as well, for example http://interakceprozkolu.kvalitne.cz/. The teacher has to
browse the interactive activities to find a suitable task for learners. For example, the structure
There is/are needs to be revised. On this website there is an exercise which can be completed
by the special pen (see Fig 16). These activities are used to practise the issue in an interactive
way with all-sensory involvement.
Finally, the option of digital resources, e.g. Oxford iTools brings interactivity connected with
course books because they are designed specifically for IWBs. Pupils deal with the content of
their books on the screen, and use some extras, such as a number bank, a letter bank and a
phonemic chart with the model of sounds for practising correct pronunciation. Intonation,
word stress and connected speech are practised through audio embedded in the exercises,
which pupils consider very useful. They also like feedback feature represented by Check the
answers option.
3.1.4 Virtual Environment Learners also need to practise L2 in various, preferably real situations, as described in
2.4.4.
3.1.4.1 Sending Emails According to my experience, emails are suitable for delivering projects set as homework
easily. Especially my pupils with SLDs prefer creating their work using a word processor (as
described in section 3.1.2) because of several advantages. They avoid their handwriting,
which helps them to overcome problems with dysgraphia mentioned in 2.1.2, immediate
feedback is provided through a spell-checker, and they use images either from Google servers
or Clipart option to illustrate their work (see Fig 11). Then it is sent as an attachment for me
to read, make comments on it and send it back. Possible mistakes are corrected by the pupil 41
and sent as the second draft. If there is still the need of additional changes, we go through
them personally at school. Pupils also send me their cartoons made by moviemaker software,
as described in 3.1.1. Then they are watched in the classroom, commented on by peers
afterwards. We assess creativity, language and general impression.
We have also entered the global community at www.epals.com recently to find a classroom
abroad to communicate with. We have announced our interest in culture information
exchange of how children live in other countries and we intend to send emails at least once a
month. Children are really eager to experience real communication with peers from Virginia,
the USA who have contacted us. We want to start with personal information about family and
school life, typical eating habits, free time activities and hobbies. Then we will write about
our town, region and country. When children make friends, we want to contact them online,
as mentioned below.
3.1.4.2 Chat Online Our Epals project is briefly described above, and the use of chat is planned as an ongoing
project of communication with our foreign peers. After exchange of several emails children
will know each other better and they will be ready to try text, and later voice chatting with
them. As the next step we plan to use a web camera for pupils who will want to extend the
reality of their newly established friendships, meeting multisensory needs. This experience
brings many benefits for learners. They will try their ability to express themselves in real-time
communication without much space for checking grammar or vocabulary. Consequently, any
language problems will have to be solved flexibly, with the use of improvisation. This
challenge will press them to improve their communication skills, enrich both their active and
passive word-stock, and immediate feedback to their thread will motivate them for extended
self-study in order to understand the message. Within their preparation time before chatting
they will search dictionaries and grammar books more to improve their actual productive
skills – writing and later speaking, which will lead to bigger exposure to English and more
time dedicated to dealing with it. They will also learn from their own mistakes. Typing will
diminish problems with dysgraphia. All these aspects will inevitably lead to advancement of
their language skills, and self-confidence. As mentioned in 2.4.4.2, because of the lack of time
in lessons, experienced chat users will be supported to continue communication out of
classroom time independently, presenting what they have learnt about their new peers later in
the classroom.42
3.1.4.3 E-Learning According to explanation in 2.4.4.3, support in the form of e-learning or online courses
will be dealt with here. Having been inspired by university e-learning courses, I have decided
to present this option to my pupils (I teach at least two weaker groups of learners, most of
whom suffer from some SLD) on our school´s website. It will provide general feedback from
the classroom including information about homework, description of set project work with an
example for either absent pupils, or those who missed some parts of the information. The
deadline will also be included to prevent any misunderstanding. It will contain interactive
activities catering to learning style preferences to practise particular grammar or vocabulary
(created by either the teacher or by pupils as homework), useful links to websites (examples
in section 3.1.1) presented in lessons. It is necessary to provide the links in a written form
because some pupils are not able to rewrite them correctly from the board. We will use
discussion forums, as mentioned in 2.4.4.1. Learners will practise writing their own ideas on
topics related with the course book, which will help them to express their thoughts and
opinions, and compare them with other threads. It will help them to get rid of the fear of
composing a piece of writing, and typing will diminish some dysgraphic problems.
The e-learning course will bring benefits for all learners involved. Pupils will be able to go
through provided information and instructions again in peace, if confused, they can ask in a
forum. Learners will be able to work at their own pace and share their ideas. Tasks will be
either optional or obligatory according to actual needs and in-class work. Users´ participation
will be commented and evaluated as a means of teacher´s feedback. Learners with SLDs need
frequent feedback for their further motivation.
3.2 Creating Materials Many teaching aids are created by teachers because of some specific requirements, such as
a particular set of vocabulary needed for practising, matching of expressions and/or pictures,
word games (like pexeso), test papers fit to specified grammar feature, or adopted to
individual needs of pupils with SLD (as specified in 2.1).
Teachers also use some software to create computer-based activities. The website
http://hotpot.uvic.ca/, called Hot Potatoes, enables to create crossword, multiple-choice, gap-
fill, or matching interactive exercises, specific to learners´ needs. Another excellent site is
43
http://puzzlemaker.discoveryeducation.com/, it provides creating of word search, criss-cross
exercises, double puzzles, fallen phrases, mazes, or letter tiles activities for vocabulary or
grammar revision. It is possible to save them for future usage. The site
http://www.quia.com/web is similar, teachers have to subscribe it, or they can try free, 30-day
trial. It provides creating interactive activities, games, quizzes, tests, immediate feedback,
automatic grading ready-to-use content and the ability to reuse it. It is a proven way to engage
learners, to motivate them in studying.
We also use PowerPoint Presentations for ‘picture dictionaries’ of particular sets of
vocabulary where images from Google are inserted into ’ppt’ files, e.g. ‘Food’, or ‘Our
House’). Learners have to name objects projected for either whole or smaller groups as
quickly as possible. They prefer unusual views because they remember them better than
common pictures (see Fig 17).
According to my experience, correcting tests is appreciated by learners with SLDs in the form
of both ‘Word’ and ‘ppt’ files (see Fig 18) presented to the whole group with an overhead
projector. They enable pupils to go through the key to exercises from a particular test and
provide visual support of correct spelling and better understanding the content. They bring the
connection between visual and auditory perception of explanation meeting learners´
preferences in learning styles, as described in 2.3.2.
44
4 Conclusion The main aim of this thesis is to find and discuss the methods of helping children who
suffer from the most common SLDs in the classroom, i.e. dyslexia, dysorthographia and
dysgraphia, through technology in learning languages. It presents the importance of
supporting learners to overcome their problems in learning and enable them to experience
success despite some of their limitation with the application of multisensory approach and the
concept of learning styles.
Senses – the channels for acquiring information – constitute the basis of multisensory
approach, closely connected with learning styles and multiple intelligences. Therefore these
modes are the key aspects of successful learning, especially for learners with SLDs.
This thesis provides some examples of ICT tools which can be used in practice in order to
meet individual preferences in learning styles according to required multisensory approach, as
described and explained in the theory part. The main purpose of applying interactive tools in
the process of learning is to help pupils with SLDs to surmount their problems, and to
demonstrate their use in the classroom for practice, and also for extended, independent self-
study. Consequently, each individual has the chance to experience and find the most suitable
way of efficient learning of English and better comprehension. Learners have the possibility
to play games in English, practise grammar or vocabulary through interactive activities.
On the other hand, teachers have to keep balance between the use of ICT and a traditional,
face-to-face approach in teaching and learning. It should remain personal as much as possible
to foster individual needs of learners and offer alternative learning strategies to help to
overcome their problems in acquiring newly-gained knowledge. Technology presents an
additional source of the use of English language in a more amusing way, and it is definitely
not meant to substitute a face-to-face contact between learners and the teacher. It does not
represent an aim but a means of learning. In addition, it is very important to bear in mind the
45
need of physical activity as well, which is natural not only for younger learners, but also
exactly for those who have to encounter a special learning disability.
Computer-based activities bring an enriching element in the process of teaching and
learning, they cater with different learning styles and enable learners (not only those with
SLDs) to develop their learning skills according to their individual needs and preferences.
5 Summary This thesis deals with new possibilities of how to improve learners´ approach to studying a
foreign language, especially through technology. The main point of this thesis is to pay
attention to using as many senses as possible in learning English language and to find ways of
how to help learners with special learning difficulties such as dyslexia, dysgraphia, or
dysorthographia. It provides materials concerning multisensory approach and several practical
examples of applying it in learning English using ICT media. It brings alternatives in the
process of acquiring foreign language. It is focused on providing learners self-studying
possibilities using interactive exercises, intercommunication tools, or learning online as well.
It is also concerned with finding out the ways of learners´ motivation, building of their self-
confidence in using the foreign language.
Tato závěrečná práce se zabývá novými možnostmi, jak zlepšit přístup žáků ke studiu
cizího jazyka, zvláště prostřednictvím informačních technologií. Hlavním bodem práce je
sledování zapojení co nejvíce smyslů do studia anglického jazyka a hledání způsobů, jak
pomoci studentům se specifickými poruchami učení, jako jsou dyslexie, dysgrafie a
dysortografie. Poskytuje materiály týkající se přístupu se zapojením více smyslů a několik
praktických příkladů jejich aplikace ve výuce angličtiny prostřednictvím informačních a
komunikačních médií. Přináší alternativy v procesu osvojování cizího jazyka. Zaměřuje se na
poskytnutí studentům interaktivní cvičení, komunikační nástroje, nebo online možnosti i pro
samostudium. Zabývá se také motivací studentů, zvyšování jejich sebedůvěry při používání
cizího jazyka.
46
6 Works CitedAllen J., J. Potter, J. Sharp, K. Turvey. Primary ICT: Knowledge, Understanding and
Practice. Learning Matters Ltd. Exeter, 2007. Print.
Cox, Thomas D. “Learning Styles and Students´ Attitudes Toward the Use of Technology in
Higher and Adult Education Classes.” Institute for Learning Styles Journal. 1 (2008):
1-13. Web. 25 January 2010
“Digital Media”. Wikipedia.org. 11 Feb 2010. Web. 13 Feb 2010
Dudeney G., N. Hockly. How to Teach English with Technology. Longman, 2008. Print.
“E-learning”. Wikipedia.org. Nov 2008. Web. 6 March 2010.
Gardner, Howard. “Can Technology Exploit Our Many Ways of Knowing?”
howardgardner.com. 2000. Web. 25 January 2010
Hairston, David W., Johathan H. Burdette, D. Lynn Flowers, Frank B. Wood, and Mark T. Wallace.
“Altered Temporal Profile of Visual-Auditory Multisensory Interactions in Dyslexia.”
Experimental Brain Research. 166.3-4 (2005): 474-480. Web. 12 April 2009.
“Interactive whiteboard”. Wikipedia.org. 22 Feb 2010. Web. 8 Feb 2009
“Learning Styles and Multiple Intelligence”. ldpride.net. n.d. Web. 4 December 2009
Lagana, Katie. “The World of Multi-sensory Learning: New Ideas Enliven an "Old" Method. early-
advantage.co.uk.. Nov. 2007. Web. 13 April 2009
Logsdon, Ann. “Multisensory Techniques – Make Multisensory Teaching Materials.” About.com
Home Page. n.d. Web. 13 April
Scrivener, Jim. Learning Teaching. Macmillan, 2005. Print.
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Smith, Mark K. “Howard Gardner and Multiple intelligences.” The Encyclopedia of Informal
Education, 2002, 2008. Web. 25 January 2010.
Terasoft Home Page. 25 Oct 2009. Web. 12 Feb 2010.
Townend, Janet, Martin Turner. Dyslexia in Practice: a Guide for Teachers. Springer, 2000. Print.
“Specific Learning Disorders”. tomatis-group.com. n.d. Web. 9 May 2009
Urquhart, Vicki., C. Anderson, L. Brannan, K. Dempsey, & M. Kuhn (Eds.). EDThoughts:
What We Know about Mathematics Teaching and Learning. 2nd ed. Denver, CO: Mid-
continent Research for Education and Learning, 2008. Print.
Walcot-Gayda, Elizabeth. “Understanding Learning Disability?” Education Canada. 44.1 (2004).
Web. 12 November 2009.
“What is a Learning Disability?” ldac-taac.ca. The Learning Disabilities Association of Canada,
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“What is the Multisensory Learning Academy?” mla.k12.or.us. Multisensory Learning Academy,
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Windeatt, Scot, David Hardisty, and Davit Eastment. Ihe Internet. Oxford University Press, 2000.
Print.
48
6 List of Appendices
Fig 1 Games and Activities: At the Shops
Fig 2 Games and Activities: Synonym Challenge
Fig 3 Make Your Monster
Fig 4 Computer-assisted writing
Fig 5 Write a Self Introduction
Fig 6 Like to Do and Like Doing Video
Fig 7 The Sounds of English Videos
Fig 8 Moviemaker
Fig 9 An Example of the Lesson Plan Using a Website
Fig 10 Vocabulary from a song
Fig 11 Project work: New Year´s Resolution
Fig 12 Instructions
Fig 13 CD-ROM English Zone
Fig 14 The DVD Extr@
Fig 15 Everyday expressions matching (IWB Notebook File)
Fig 16 There is/are
Fig 17 A Picture of a Toilet in ‘Our House’ Picture Dictionary File Created by the Author
Fig 18 Future Tense: Making Questions and Answers (PowerPoint Presentation File)
49
7 Appendices
Fig 1 Games and Activities: At the Shops
Source: www.onestopenglish.com
Fig 2 Games and Activities: Synonym Challenge.
Source: www.onestopenglish.com
50
Fig 3 Make Your Monster
MAKE YOUR MONSTER
Would you like to make your own monster? Choose your monster's ears, eyes, nose, mouth, arms and legs. And watch him dance!
Source: www.britishcouncil.org/kids.htm
Fig 4 Computer-assisted writing
Daily Schedulenull gets up at null. null eats breakfast at null. null then leaves home at null.
51
null eats lunch at null. null arrives home at null and goes to bed at null.
I get up at null and eat breakfast at null. I leave my home at null. I eat lunch at null. I arrive home at null and go to bed at null.
I eat breakfast at null and lunch at null. I leave my home at null and get home at null. I get up at null and go to bed at null.
Source: www.manythings.org
Fig 5 Write a Self Introduction
Write in this InformationYou don't need to change everything, but the more you change the more personal the story will be.
My name is . I am years old. I live in . I like . (If countable, then plural.) I don't like (If countable, then plural.) My hobby is. My favorite food is . (If countable, then plural.) How often do you eat your favorite food?
Source: www.manythings.org
Fig 6 Like to Do and Like Doing Video
52
Source: www.real-english.com
Fig 7 The Sounds of English Videos
Download poster with examples (24 K)Download this video (20.0 MB mp4)
Source: www.bbc.co.uk/worldservice/learningenglish
Fig 8 Moviemaker
53
Source: www.dfilm.com
Fig 9 An Example of the Lesson Plan Using a Website
Lesson Plan for Listening Present continuous tense in the song “From Where I´m Standing” by Schuyler FiskLevel: A1 (options to extent)Time: Stepping stones – pres. cont. tense - 5 min
Filling the gaps - 10 minSinging the song - 5 - 8 minEliciting present continuous tense in the text - 5 - 8 minPractising vocabulary (and grammar) - 15 min
for higher level also (or as an ongoing activity):Testing grammar - 5-10 minListening and checking - 10 min
Material: colour papers as “stepping stones”copies of both gapped and full textcomputers with connection to the Internet
Aims: practising listening for detail using „key word“ strategypracticing pronunciations through singingeliciting present continuous tense structure in the textusing ICT for practicing vocabulary, pronunciation or grammar features used in the songmotivate pupils to try using this web page for learning English according their own choice
Organization: the whole group – stepping stones activity, filling gaps and singingindividual work – eliciting in the textindividual or pair work on computers
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Warm-up: Pupils create several sentences using present continuous tense in the “stepping stones” activity.
Filling the gaps: Pupils listen to the song several times and fill the gapped text. They are told about using the “key word” strategy while listening to help them to improve their listening skill.
Singing: Pupils are provided full version of the text to check any mistakes in their filling task and they sing the song several times.
Eliciting grammar: Pupils are instructed to underline each present continuous tense structure in the text, which is checked afterwards.
Practice: Individually, or in pairs, pupils use the websitehttp://www.helpforenglish.cz/slovni-zasoba/ucime-se-s- hudbou/c2008060410 -Study- Page--From-Where-I-m-Standing.html They can practise either vocabulary or grammar elements in the song online together with pronunciation (sometimes both British and American English). Teacher monitors and gives help or explanation if needed.
Fig 10 Vocabulary from a song
Vyzkoušet tato slovíčka online!!
catch - chytit, chytat to take something that has been moving into your hand.
crash - řítit se, padat to come down quickly and violently
fall - spadnout, upadnout, padnout, padat to drop to the ground
Source: www.helpforenglish.cz
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Fig 11 Project work: New Year´s Resolution
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I PROMIS
I promise to be very very good.
l promise to make my bed eacg day.
l promise to do my homework right. promise to do the things i should
Source: An Example of One Student´s Project – the First Draft
Fig 12 Instructions
Source: TS Angličtina 1
Fig 13 CD-ROM English Zone
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Source: www.oupeltpromo.com
Fig 14 The DVD Extr@
Source: www.langmaster.cz
Fig 15 Everyday Expressions Matching (IWB Notebook File)
Source: Author´s Creation Based on Project 3 Course Book
Fig 16 There is/are
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Dear Martin,
thank you for your letter. Your town is beautiful. Now something about our town. It is quite a small
town. two cinemas and three big supermarkets. In the centre of the town
a big square with a nice church. In the town three schools and five playgrounds for
children. also a modern swimming pool but an ice rink.
two but three banks and a post office, too. People can travel by bus and by train because
a bus and a train station. lots of trees and flowers everywhere.
many shops here, only about ten but a good department store in town. I like
shopping there because almost everything what people need.
Best wishes. Andy
Source: http://interakceprozkolu.kvalitne.cz/index.html
Fig 17 A Picture of a Toilet in ‘Our House’ Picture Dictionary File Created by the Author
Source: Google
Fig 18 Future Tense: Making Questions and Answers (PowerPoint Presentation File)
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Source: Author´s Creation Based on Project 3 Unit 3 Test
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