Page 175 - Teaching English at Primary Level: From Theory into the Classroom

Planning and Performing Online Live Education with YL

Perspectives of Online Learning
Developing online learning is a process and besides developing the skills to
take part in online activities, YLs need to learn the rules of behaving in online
spaces. This means, for example, that they have to learn how to use the ‘mute
button,’ understand that they have to wait for their turn, and respond when
they are called by their teacher.
FL teachers may also use digital tools for recording ‘life videos’ (e.g. Screen-
castomatic) and introduce topics in video lessons. In creating their own
videos, teachers should consider several aspects which make such videos
effective learning tools. First of all, learners will be able to follow the video
much better if the teacher speaks slowly and clearly. Secondly, videos should
encourage pupils to be active viewers (for example, by doing some mini
tasks, such as imitating animals or playing online memory). Thirdly, by asking
questions or providing arguments and examples, pupils may be given op-
portunities for developing critical thinking. Finally, by concluding the video
clip with a summary of the most important points, learners will be able to
integrate the central ideas of the topic in a meaningful way.
Teachers in general are today familiar with a number of different online
tools and apps. In a seminar with FL teachers aimed at developing ICT skills
(personal communication), the participants were asked to list which online
website resources they use in their live online classes with YLs and the most
commonly mentioned were: BBC Learning English, British Council – Learn
English Kids, YouTube, Kahoot, Quizlet, Mentimeter, Games4esl, Matching
games for ESL kids – Anglomaniacy, Fun Games – English 4 Kids, Fun English
Games, Learn English – Online ESL Games, iSLCOLLECTIVE.
Also YLs generally enjoy exploring different online apps, websites, and
tools. This offers them a range of exciting opportunities to create and pro-
duce their own material. They are excited to present their previously pre-
pared page design, fonts, written texts, pictures, colours, or layouts. This also
enhances the development of their spoken FL skills. The inclusion of photos
they have taken or short films they have created personalizes their work, mo-
tivates them to communicate in a foreign language and inspires them to pro-
duce more ambitious assignments. As an additional incentive, their projects
can be published on a class or school website so that their peers and parents
can see and read their work.
The pandemic which struck the world in 2020 has posed a number of chal-
lenges to traditional, face-to-face education. As technology continues to de-
velop, the limitations placed on us by traditional classroom environments

175