Appendix A: Figure 1: The Sequence of the Integrated Instructor Guidelines for Teaching EFL based on the Three Communicative Modes (Liu, 2003)
Appendix B:Figure 2: Integrated Model for Teaching EFL in a Hybrid Course based on the three communicative modes (Liu, 2003)
Appendix C: The Integrated Instructional Guidelines for Teaching Freshman English in the Hybrid Course (The revised version after the other round of expert review
conducted through September to December in 2004)
The Integrated Instructional Guidelines --- Cross-IDT Guidelines
1. Cross-IDT Guideline 1: Hybrid Discussion that extends beyond class 2. Cross-IDT Guideline 2: Assessment
a) Component method cross-guideline 2-1: Formative assessments b) Component method cross-guideline 2-2: Summative tests
3. Cross-IDT Guideline 3: Encourage Students to use the target language 4. Cross-IDT Guideline 4: Use authentic materials
a) Component method cross-guideline 4-1: Choose authentic or semi authentic materials b) Component method cross-guideline 4-2: Engage students in meaningful tasks to use the authentic materials
5. Cross-IDT Guideline 5: Search the Internet
The General Guidelines for Teaching Freshman English in Unit-based Activities Guideline: Unit-based activities
1.1 A. Guideline Part a: Reading-Writing-Written Communication Activities 1. Guidelines for Module 1a: Reading-Focused Activities
1-1. Guideline for Module 1a-1: Provide Warming-up Exercises for Reading-Focused Activities
1-1-2. Component method 1a-1-1: Provide multimedia (photos, graphs, charts, movies, animations, etc.) related to the target reading to motivate students to read 1-1-2. Component method 1a-1-2: Provide the topic of the reading and ask students to
search for information and ideas related to this topic
1-1-3. Component method 1a-1-3: Encourage students to talk about their past experiences related to the topic in class or on the course Web site
1-2. Guideline for Module 1a-2: Guide the students to get the gist and the specific information
1-2-1. Component method 1a-2-1: Introduce to students the types of written discourse and culture differences in composition within the target reading so that students
develop a general expectation of the structure, logic, and rhetorical devices of a particular type of article.
1-2-2. Component method 1a-2-2: Ask students to list the major characters (who), places
1-2-3. Component method 1a-2-3: Facilitate students in constructing an outline of the reading material.
1-2-4. Component method 1a-2-4: Ask students to describe the main ideas of a passage or an article in a few sentences, either in a spoken or written way.
1-2-5. Component method 1a-2-5: Ask students to search for a specific piece of information in the reading materials.
1-2-6. Component method 1a-2-6: Speed up the reading pace.
1-2-7. Component method 1a-2-7: Provide students with feedback.
1-3. Guideline for Module 1a-3: Guide students to explore the reading material intensively.
1-3-1. Component method 1a-3-1: Pick up important new words from the text and put them into a sentence which provides clear contextual clues and ask students to guess the meaning of the words.
1-3-2. Component method 1a-3-2: Review the outline composed by the students in Module 1a-2 component method 3 and help students see the logical organization of the text. Lead students to go through each paragraph and discuss wherever necessary the following: content of the paragraph, use of words, grammatical structure, useful expressions, cohesive devices (such as transitional expressions and parallel structure), and rhetorical devices (such as metaphor, oxymoron, understatement and hyperbole).
1-3-3. Component method 1a-3-3: Pick a difficult or important sentence and show students how to paraphrase it. Ask students to paraphrase more sentences after class.
1-3-4. Component method 1a-3-4: Give students more practice to check their understanding and mastery of EFL.
1-4. Guideline for Module 1a-4: Guide students to reflect on reading
1-4-1. Component method 1a-4-1: Discuss with students the purpose of the reading assignments: to understand the material in depth, to understand only the gist of the article, to scan for particular information, or to read extensively on the topic.
Discuss with students what will be the different reading strategies when reading for different purposes.
1-4-2. Component method 1a-4-2: The instructor introduces to students research-based learning strategies that are useful for improving written communication though direct teaching, diagnosing, and providing advice. Encourage students to reflect on their own strategies that they think are useful for maintaining successful written communication. Guide students to express their concerns and provide advice for each other.
2. Guidelines for Module 2a: Writing-Focused Activities
2-1. Guideline for Module 2a-1: Provide Warming-up exercises for writing-focused activities
2-1-1. Component method 2a-1-1: Design a writing assignment that has a similar style and topic with the reading in the unit.
2-1-2. Component method 2a-1-1: Review briefly the clarity of the reading and ask students to list theme, organization, use and type of supporting details of the reading. Then give students three to five minutes to write freely whatever in their mind that is related to the topic. Tell them not to pay attention to the grammar; the important thing is “not to stop writing “. Tellthem the writing will not be evaluated.
2-2. The Guideline for Module 2a-2: Provide scaffolding for students in writing-focused activities.
2-2-1. Component method 2a-2-1: Ask students to form groups and brainstorm based on their free writing. Ask each group to prepare a list of interesting topics as many as possible.
2-2-2. Component method 2a-2-2: The instructor asks each group to report their lists, and the lists in clusters. The instructor and students work together to find some central ideas among the lists. The instructor discusses with students the relationship between the central ideas and other ideas, and develops the relationship through the use of charts, tables, and graphs with students.
2-2-3. Component method 2a-2-3: Based on the cluster produced in the previous component method, ask students to work independently and choose one cluster of the ideas they feel comfortable for their writing and prepare an outline for the writing.
2-2-4. Component method 2a-2-4: Introduce basic characteristics of the genres of the topic writing to students. Provide template(s) for this genre when possible.
Introduce to them the most frequently used sentence patterns and structures for this genre (if any) for students to imitate at the beginning stage of writing. Relate this genre to a particular discourse community and introduce to them the appropriate discourse practice in that community.
2-2-5. Component method 2a-2-5: Ask students to try to come up with a topic sentence for each section in the outline they have written. Ask them to try writing any of the paragraphs they feel comfortable to write and try to use the sentence structures and expressions introduced in component method 4.
2-2-6. Component method 2a-2-6: Ask students to finish the writing on their own after class. Put useful resources on the course Web site. Remind students about related coherent devices and rhetorical devices learned in reading-focused activities.
Provide a checklist for the writing so students know the criteria for good writing.
Set both face-to-face office hours and online office hours to answer students’
questions.
2-3. The Guideline for Module 2a-3: Provide feedback and guide students to reflect on the writing –focused activities.
2-3-1. Component method 2a-3-1: Give multiple types of feedback: group members give
each other feedback on the individual writing; the instructor gives each student feedback of the written work.
2-3-2. Component method 2a-3-2: Encourage students to send their written works to local or online publishers (e.g. newspaper, magazines, and journals) that have an English page.
2-3-3. Component method 2a-3-3: The instructor introduces research-based learning strategies to students that are useful for improving writing skills through direct teaching, diagnosing, and providing advice. Encourage students to reflect on their own strategies that they think useful for improving writing. Discuss with students the whole process of the writing activity. Make sure students feel comfortable to discuss their anxiety, difficulty, lessons, and experiences in writing.
3. The Guidelines for Module 3a: Organize Structured Interpersonal Activities to Guide Students with Written Communication
3-1.Component method 3a-1: The instructor chooses a type of written communications to guide students through it in the learning task.
3-2. Component method 3a-2: The instructor discusses with students the format and formal practices of the chosen types of written communications. Introduce to students related computer templates for written communications, including business letter templates/fax/memo provided in Microsoft Word Processing version 6.0 or higher.
3-3. Component method 3a-3: Provide students with good examples of written communication. Introduce to students useful expressions which are frequently used in that type of written communication.
3-4. Component method 3a-1: Engage students in written communication to develop it.
3-5. Component method 3a-5: Discuss with students written communication rules and etiquettes.
3-6.Component method 3a-6: The instructor introduces to students research-based learning strategies that are useful for improving written communication through direct teaching, diagnosing, and providing advice. Encourage students to reflect on their own strategies that they think useful for maintaining successful written communication. Guide students to express their concerns and provide advice for each other.
B. The Guidelines for Part b: Listening-Speaking-Oral Communication Activities.
1. The General Instructor Guideline for Module 1b: Listening-focused Interpretive/ receptive Activities.
1-1.The Guideline for Module1b-1: Provide Warming-up Exercises for Listening-focused Activities
1-1-1. Component method 1b-1-1: Provide multimedia (photos, graphs, charts, movies clips, animations, etc.) related to the target listening.
1-1-2. Component method 1b-1-2: Provide the topic of the listening material and ask students to search for information and ideas related to this topic.
1-1-3. Component method 1b-1-3: Encourage students to “talk” about their past experiences on the topic in class or on the course Web site.
1-1-4. Component method 1b-1-4: Conduct a listening prediction activity in the class.
Based on clues and information gained from previous component methods (any or all of 1-3), raise some questions (including the gist of the text and/or specific information) and ask students to predict the answer. The instructor tells students that after the prediction activity, he/she will see who predict most answers correctly.
1-2. The Guideline for Module1b-2: Guide the Students to get the Gist and Specific Information from the Listening Materials.
1-2-1. Component method 1b-2-1: Pick up important new words from the listening materials and put them into a sentence which provides clear contextual clues and ask students to guess the meaning of the words.
1-2-2. Component method 1b-2-2: Provide students with multiple choices of the topic, major people (who), places (where), time (when), objects, and activities. Ask students to listen to an oral discourse and then match the right one.
1-2-3. Component method 1b-2-3: Provide scaffolding for taking notes while listening.
Facilitate students in constructing an outline of the listening material based on the notes taken.
1-2-4. Component method 1b-2-4: Ask students to describe the main ideas in a few sentences, either in a written or spoken way.
1-2-5. Component method 1b-2-5: Controlling the listening materials: controlling the linguistic codes (try not to include dialect in the listening materials; make it explicit the linguistic variety such as British English or American English), controlling the speaker (try to include voices of different genders and ages, however, not all types of voices are equally easy to understand), and controlling the speed of the discourse (use faster speed after students are used to slower ones and play the listening materials in chunks when the speed is too fast ). Even though these factors are controlled, make sure the listening materials are as authentic as possible. For authentic materials, see cross-IDT guideline 4.
1-3. The Guideline for Module 1b-3: Guide Students to Explore the Listening Materials Intensively
1-3-1. Component method 1b-3-1: Listen to the material by chunks (the instructor should decide on what a chunk is—a chunk is a relatively independent piece of texts) and ask students to recall what the next chunk will be.
1-3-2. Component method 1b-3-2: Ask students to look at the notes taken in Module 1b-2-4. Lead students to go through each chunk of the listening material again and discuss wherever necessary the following: use of word choices, useful expressions, cohesive devices (such as transitional expressions and parallel structures), rhetorical devices (such as anaphora and alliteration [Harris, 2002]),
and use of intonation, speed and emphasis.
1-3-3. Component method 1b-3-3: Choose a piece of talking/speaking (well presented or well expressed). Play it in class for several times and ask students to try to remember it (not only the language but also the intonation). Ask students to try reciting it on the spot. The students do not have to use exactly the same words.
1-3-4. Component method 1b-3-4: Give students more practices to check their understanding and mastery of language.
1-4. The Guideline for Module 1b-4: Guide Students to Reflect
1-4-1. Component method 1b-4-1: Discuss with students the types of the listening materials: presentational or conversational and even finer types. Discuss with students the different strategies when listening to different types of listening materials. Also encourage students to think of the listening strategies they use when listening to presentations or conversations in their native language. Which strategies they can use similarly for the listening materials in English? Which they cannot? Why? What new strategies they can find to listen to the materials in English?
1-4-3. Component method 1b-4-2: The instructor introduces to students research-based learning strategies that are useful for improving listening skills through direct teaching, diagnosing, and providing advice. Encourage students to reflect on their own strategies that they think useful for listening effectively. Guide students to express their concerns and provide advice for each other.
2. The Guideline for Module 2b: Speaking-Focused Activities
2-1.The Guideline for Module 2b-1: Provide Warming-Up Exercises for Speaking-Focused Activities
2-1-1. Component method 2b-1-1: Let students talk freely in pairs and try to use some expressions that they have learned.
2-1-2. Component method 2b-1-2: Discuss with students how to reduce anxiety when speaking in English in front of people.
2-2. The Guideline for Module 2b-2: Provide Scaffolding for Students in Speaking-focused Activities
2-2-1. Component method 2b-2-1: Choose and apply speaking-focused activities that require a similar style and topic with listening-focused activities in the same unit at the intermediate proficiency level. In-class presentational learning activities for practicing speaking ability include (a) telling a story, (b) describing people/objects, (c) demonstrating a process, and (d) delivering a speech. Focus on one activity each time.
2-2-2. Component method 2b-2-2: Choose a topic that allows students to make use of expressions learned in the listening activities. Analyze the listening material in an audio/video tape carefully for: (a) how they organize ideas; (b) how they use intonation and emphasis; and (c) how they use paralinguistic languages, postures,
eye contact, etc. Discuss with students how they can imitate or improve these elements in their own speaking.
2-2-3. Component method 2b-2-3: Encourage students to speak in front of the class. The instructor provides each student with immediate informative feedback.
2-2-4. Component method 2b-2-4: Discuss with students cultural issues in presentational speaking activities. The discussion can be focused on the content of speaking and the cultural practice on how to present the speaking.
2-3. The Guideline for Module 2b-3: Guide Students to Reflect
3. The Guidelines for Module 3b: Organize Structured Interpersonal Activities to Guide Student with Oral Communication.
3-1. Component method 3b-1: The instructor chooses a type of oral communication to guide students through it in the learning activity.
3-2. Component method 3b-2: The instructor presents students with the frequently used practices and the procedure of the identified type of oral communication, and then asks students to practice the dialogues or conversations in pairs or teams.
3-3.Component method 3b-3: Provide students with models of oral communication.
3-4.Component method 3b-4: Engage students in the development of interpersonal oral communication to improve it.
3-5. Component method 3b-5: Discuss with students about appropriate communication behaviors for oral communication in daily life.
3-6.Component method 3b-6: The instructor introduces to students research-based learning strategies that are useful for improving oral communication through direct teaching, diagnosing, and providing advice. Encourage students to reflect on their own strategies that they think useful for maintaining successful oral communication. Guide students to express their concerns and provide advice for each other.
The Integrated Instructional Guideline for Teaching EFL in Project-based Activities
1. Guideline for Teaching EFL in Project-based Activities
1-1. Component method PB1: Ask students to brainstorm and produce a list of topics which students are interested in exploring or a list of problems that they would like to solve
collaboratively for the semester as a team-based project.
1-2. Component method PB2: Establish an interactive discussion forum and cyberspace for each team in the learning platform on the Internet. The cyberspace of each team should include space for the group and for each individual.
1-3. Component method PB3: Negotiate with students what they should achieve by the end of the project. The instructor should communicate to students some basic requirements that he/she looks for in both the process and the product of the team-based and project-based learning.
1-4. Component method PB4: Guide students to search related information and resources with their goals for the team-based learning activities.
1-5. Component method PB5: The instructor guides students to discuss the repertoire of resources their teams have gathered and to categorize the resources that they have searched to fulfill the purpose of the project.
1-6. Component method PB6: The instructor asks students to continue with their
project-based activities and present their team-based project to the class when they finish.