Teaching English for Academic Purposes Online:

Opportunities for Professional Growth

Dr. Ismel GonzálezAssociate Director, English Language CentreLakehead Universityigonzale@lakeheadu.ca

Mr. David FishAcademic Coordinator, English Language Centre

Lakehead Universitydfish@lakeheadu.ca

https://www.lakeheadu.ca/international/english-language-centre

Traditional Territory Acknowledgement

Lakehead University respectfully acknowledges its Thunder Bay campus is located on the traditional lands of Indigenous peoples. Lakehead Thunder Bay is located on the traditional lands of the Fort William First Nation, Signatory to the Robinson Superior Treaty of 1850.

Lakehead University acknowledges the history that many nations hold in the areas around our campus, and is committed to a relationship with First Nations, Métis, and Inuit peoples based on the principles of mutual trust, respect, reciprocity, and collaboration in the spirit of reconciliation.

Introduction: A New Normal

Context

Opportunities for professional growth

Conclusions

Agenda

Context: Lakehead University

9000 students 1800 international students from more than 80 countries 86 programs – undergraduate and graduate

Context: The AEP

25 hours a week

13 weeks in a semester

325 hours

University events and extra-curricular activities

Assignments and assessment tasks

Oxford EAP series

Student population: China, Mexico, Indonesia, Syria and Colombia.

LMS: Desire2Learn or D2L. Zoom platform

Opportunities for growth

Transition from tradition program to an online platform

• Maintain teaching philosophy

(communicative task-based approach)

• Maintain quality standards

Process

1. Technology

Zoom

- face-to-face interaction

Desire to learn (D2L)

- administer assessment tasks

- submit assignments

- discussion forum

- program announcements

Process

2. Mode of Instruction

Blended Instruction

- 3 hours of face-to face interaction

- 2 hours of independent learning

Process

3. Mapping the Program - Guide instructors on blended

delivery

Zoom

- discussion activities

- Explanation of grammatical/language structure

- Highlighting academic sills e.g. referencing

conventions

- Some reading e.g. skimming for main ideas/gist

- Listening activities

D2L- writing tasks

- Grammar exercises

- most reading activities e.g. reading for details

Sample Reading Lesson

Face-to-face (Zoom)- 1 hour

A. Introduce the topic via discussion questions.

• Students work together in small groups using the breakout function

B. Introduce key vocabulary

• Use visuals followed by activity e.g. fill in blank

• peer check using breakout sessions, followed by a class check

Sample Reading Lesson

Independent study- 1 hour

C. Second Reading

- Email comprehension questions

- Learners read and answer questions

Face-to-face – 1 hour

D. Peer check answers in breakout sessions followed by class check

E. Production Activity

- Speaking activity (in break out sessions) related to the reading) seminar discussion, short presentation, role play, etc.

F. Review/highlight key language and academic skills

Sample Reading Lesson

Independent Student 1- hour

G. Assign activity to reinforce important grammatical structure or

academic skills related to previous face-to face sessions

H. Reflective postings of discussions related to the reading of

theme or content

Face-to face – 1 hour

I. Peer checking of independent work and class review

J. Seminar discussion

Process

4. Train instructors and studentsInstructors

- Training via Lakehead’s Technology Services Center

- List of web resources

- Self-training for ongoing support

Students

- A tutorial handbook with pictures on how to use zoom and D2L

Process

5. Assessment- removed final exam

- unit assessment tasks

- major assignments (writing & speaking)

- discussion form

Process

6. Creating D2L Assessment Procedures

A. Reading Assessment Tasks

- Students zoom in to their class

- Receive PDF copy of reading

- Use split screen to read and answer questions on D2L

- Time restricted on D2L

- Teachers monitor via Zoom

Process

B. Listening Assessment Tasks

- Students zoom into their class and open the D2L quiz

- 3 minutes to read the questions.

- Video/Audio Played

- 7 minutes to answer the questions.

- - Video/audio is played a second time

- -students have 5 minutes to check answers

- submit quiz.

Process

C. Writing Assessment Tasks

- students zoom into their class

- open the writing quiz.

- answers are written on the D2L platform

- Editing and time restrictions are set

- monitor students (via zoom) during the test.

Process

D. Speaking Assessment Tasks

- Students zoom into their class and are assigned a speaking task such as a seminar presentation or short presentation on a topic related to the unit.

- Time given to prepare this in class before presenting to the class.

Process

E. Discussion Forum Assignment

- Topics posted under discussion

- Students write and submit responses

Process

F. Major Assignments

- Posted under assignment feature

students

• Click on Assignments in the navbar.

• Click the name of the assignment to which

you want to submit a file.

• Click the Add a File button.

• click on the Upload button

Process

7. Instructor Feedback• Used the feedback from instructors on how to improve the online program

and made necessary adjustments

Some issues:

- Sound quality- some instructors had problems with the sound volume when

playing an audio/video via zoom

- Student conduct such as:

• Late arrival for zoom classes

• Zoom video feature deactivated; faces not shown

• improper attire

Recommendations• Limit zoom face-to-face interaction to a few hours a day to avoid zoom

fatigue

• Provide engaging activities for both face-to-face interactions and independent study to stimulate learning

• Provide adequate guidance, training and support for instructors

• Provide technological training for students

• Provide code of conduct/behavior or expectations for students

• Communicate with teachers via feedback to make adjustments

Conclusions: So what? - Access to a technological infrastructure

that allows us to deliver the program is needed.

- Take into account and minimize the affective filter for the students and the instructors.

- Online delivery really means more preparation for the instructor and sustained engagement from the students: Zoom fatigue.

- Rethinking of program structure.

- Consideration of multimodal responses to forum discussions.

- Preserving assessment authenticity by using the features of LMS.

Questions?