Task 2: ESL Website Evaluation

I have chosen this website to be assessed for the Task2: http://www.englishbanana.com/

1. The application attempts to teach the English language to ESL and EFL learners’ categorized in five sections; grammar, spelling, speaking and listening, reading and vocabulary. Such activities offered are quizzes, games, MP3 podcasts and video lessons and dictionary tests. There are even drama scripts (http://www.englishbanana.com/drama.html) provided for drama students to help them with their development in performance. Furthermore, there are quizzes, printable worksheets and course books provided in this website that are targeted to three proficiency levels; elementary, intermediate and advanced (http://www.englishbanana.com/quizhome2.html). The clip-art photos are colourful photo collections of different countries (http://www.englishbanana.com/freephotos/freephotoshome.html). They are meant for learners to view, give their opinions and comments and get them exposed to the outside world. On the other hand, the flash games (http://www.englishbanana.com/games1.html) are merely created for fun and to get students engage in the fun of learning English.
   
   
2. Learners of this application are expected to observe, answer, participate and respond to quizzes, games, audio and video lessons. For instance, the video lesson “Learn Prepositions of Place with Winston Churchill” (http://www.englishbanana.com/vodcasts/vodcasts.html) requires learners to answer the position of Winston, the statue based on the shown video using prepositions. Another example that tests students’ listening skill is the podcasts lesson; “Match the Song Lyrics”. Learners need to listen to the lyrics carefully and match them to the correct places within the allocated time. For this activity, besides testing students listening ability, they have to reflect, compare and think critically to find the suitable answer. With this, if students utilize these lessons well and positively, they can help to brush up their grammar and vocabulary, at the same time stimulate their five senses and make learning so much fun.
   
   
3. Since the website has free access without needing users to sign-up to be members of the EnglishBanana.com, learners can easily gain admission to this application through the Internet connection. Moreover, users do not have to worry about the cost of accessing this application as everything offered here are free. This website is especially suitable for young learners as it is very easy for them to operate. Application users do not need much computer skills as only basic skills are needed to apply such as using the mouse to click and type in using the keyboard to answer questions. Users also need basic language skills in order to take part in the activities.
   
   
4. As a matter of fact, most of the activities in the application are very familiar; clicking to the correct indefinite articles (http://www.englishbanana.com/elem11.html), quiz on subject and verbs (http://www.1-language.com/eslquizzes/subjectverb1.htm) and ESL hangman game (http://www.1-language.com/eslhangman/fruitveg1.htm). They are relatively similar to those in school’s English textbooks and other exercise English materials. However, the only difference is the way the lessons are presented. Answering exercises from books are considered “cliché” and “outdated” as students will get bored with black and white exercise sheets while teachers carry out the usual chalk and talk method to explain. Lessons in application, on the contrary can be exciting and captivating as they are presented in colours and moving pictures and are practical enough. Furthermore, each lesson is given the instruction and explanation to help learners understand better. The application also motivates students to engage in collaborative learning as they can work together to solve clues and any difficulties.
   
   
5. There are a number of theories used in this application. Among them is the Bloom’s Taxonomy; cognitive domain. There are six categories applied here which are knowledge (recall previous knowledge), comprehension (understand and comprehend a given situation), application (uses known knowledge into new situation), analysis (identify and differentiate), synthesis (rewrite and organize) and evaluation (evaluate their own learning). Another of Bloom’s Taxonomy used is the quizzes in the application that are provided in three different levels: elementary, intermediate and advanced. Thus, the tests could cater to students’ different needs of ability. On the other hand, communicative competence (Canale and Swain, 1980) specifically grammar competence can be seen in the Online Quizzes session under the grammar part.
   
   

6. According to the Wikipedia, constructivist theory of learning is when humans construct knowledge and meaning from their experiences. According to Jean Piaget, knowledge is internalized by learners through processes of accommodation and assimilation. Learners apply their basic knowledge of language while answering questions in the application and used some of their learning experiences through out the learning process. The tasks given can be easily answered if learners use their confidence. Meanwhile, ‘accommodation can be understood as the mechanism by which failure leads to learning.’ When learners found that they have answered incorrectly, they are able to correct their mistakes and apply the new knowledge to their understanding. ‘Constructivism is also associated with pedagogic approaches that promote active learning.’ We can clearly witness that this application encourages this type of learning in the “Games for the Classroom” activities (http://www.englishbanana.com/ebtext.html#classroomgames).
   
   
7. First and foremost, a teacher and a computer are two different “things”. A teacher is a living and breathing “thing” that takes the responsibility to educate, facilitate, help and monitor students in the learning process. A computer, meanwhile, is an operated thing that gives a wide range of information at the tip of your finger that eases one’s life. It is, of course far more resourceful and efficient than the textbooks and other “traditional” materials used in school but somehow, I may ask, how extreme can we literally go with computers in terms of academic? Can students gain a 100% input by merely using this technology called the computer? As it is only limited to what its programmers have designed and set, I say that the computer could not be a replacement for teachers. However, it can be a very useful and supporting tool for teachers in their teaching development. To conclude, a teacher and a computer intertwine and make a good “team” to the benefit of students.
   
   
8. Yes, a definite possibility that I would use this application in the future. Besides that there is no charge in accessing the website, the hands-on activities are easy to understand, straightforward and applicable. As I browsed through the website, I was attracted and got myself engaged in the lessons. In addition, there are resources for teachers which facilitate them to plan and administer their courses, use suggested lessons in class and help improve on their teaching materials and skills and printable worksheets are provided. Hence, teachers can save a lot of energy, time, effort and money.
   
   
9. Since this application contains less images and plain backgrounds, I suggest more flash animations, colourful layouts and hyperlink to make it more appealing and eye-catching. The fonts should be bigger since the fonts’ of the exercises are rather small. Perhaps the application should include phonetics components in order to assist users to pronounce certain words precisely. Various types of writing activities should be given too as a large number of students have difficulties when it comes to writing. It further tells how good a student is with his/her command of the English language.

By:
Nik Amalina Nik Azman
2005478726
ED220, Class 8D