Mixed Media: Evolving preferences in Supplementary Extensive Reading programs in
Category
Research paper
Overview
Until recently, Extensive Reading (ER) programs for ELT students predominantly used paper-based books. New developments in technology have, however, led to an increase in the use of screen-based media. This paper describes an ER context in which both media were used. Over two academic years, students (from eight courses in two universities) participated in what the writer termed Supplementary Extensive Reading (SER) programs and completed questionnaires at the end of the year. Student performances in SER programs were assigned a low percentage for each course. This paper describes why both media were used in the author's working contexts and also comments on their benefits and drawbacks. It concludes with analyses from a January 2017 questionnaire that had a special focus on screen-based reading.
Screen Versus Paper: Perceptions of ScreenBased Reading versus Paper-Based Reading in Supplementary Extensive Reading (SER) Programs
Category
Research paper
Overview
This paper presents the perceptions of 70 English Language majors who practiced paper-based and screen-based Supplementary Extensive Reading (SER) over one year at two Japanese universities. Students from four (two Reading and two non-Reading) courses practiced paper-based SER in semester one and screen-based SER in semester two (using online website, Xreading.com). An overall preference for screen-based SER is investigated through questionnaire responses and performance data. Insights into differential responses from first and second years, between genders, and between students from different contexts are considered as are reasons for the continued strong support for paper-based SER. Implications of this research may interest departmental course co-ordinators and influence future research programs.
ELT teachers have always been aware of the educational potential of music. Songs embody values found in various cultures and subcultures, and, as such, can be used as tools to teach content-based material. This short paper looks at the use of pop songs in a four skills course that applied a multimodal approach to the analysis of songs. It aims to raise awareness of different modes found within a pop song as a product and the effects of combining them. Following a discussion of how multimodality connects to music, I explain how I used three songs to help teach three themes.
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