Ali Pravda

11081138

Teaching English as a Second Language 32 (X01):

Material Selection and Development in Language Teaching

Rita Naeschke

Assignment 2 (B)

June 25, 2015

 The computer program, BrainPOP ESL , is an animated and interactive

educational app and website from the company BrainPop . The available app and

website offers numerous English language lessons for free, as well as additional

lessons for a separate fee. The app contains lessons that include a grammar

explanation, a short story, and a vocabulary listeach in a multimedia clipand,

additionally, a quiz. The online site has the same storyline clip and quiz but the

lesson is supplemented with different activities: Know Morethis section is similar

to the grammar clip but it is in only text format; Flash Words, i.e. the vocabulary

words on flashcards with a related image on the back; Write Ita writing exercise;

Read Ita reading exercise; Hear It, Say Itphrases/sentences from the story clip

but without subtitles; Play Ita game, such as cloze activities, sorting, and

rearranging sentences; and Practice, i.e. more cloze activities. The app is available

in the App StoreSM for Apple products, Google Play for Android , and the Microsoft

Store for Microsoft products. This program is multidimensional and multifunctional

as it incorporates activities of each a drill program and a tutorial program.

The program (i.e. both app and website) has a total of ninety lessons, those

of which include tutorials and activities for students from Common Framework of

References level A1 (i.e. beginners; ex. pronouns) to C2 (i.e. advanced/fluent; ex.

idioms) (CFR, p. 17). As there are approximately seventy grammatical components

to choose from this program could be used towards numerous objectives and

curricula. The program is formatted so that any student can use it independently, as

long as the student has enough computer skills to access the app or the site. Pieces

of the program are adaptable for nearly any age and any skill level.
 As the program was made for English language learners there are few flaws

to the program itself but there are restrictions. Neither the site nor app allow for

group collaboration; despite this limit, the program is beneficial for autonomy or

group lessons. The site is overall easy to navigate, a little less so than the app, but

if students are already familiar with technology then there would be few foreseeable

problems after a minor introductory lesson. The download time for the app is

lengthy, but the speed of the website component is completely dependent on your

internet provider. The online version does not track progress outside of each

session, which is a con that the app does not have. The program is not modifiable,

but with its vast line-up of lessons this aspect would not be much of an issue. The

biggest problem with either formats of the program is that the students need to

each have their own device, thereby adding cost and maintenance (p. 148), unless

the class as a whole is working on the program all together (e.g. watching a clip

together). The second substantial problem is the additional cost for each lesson

that being the cost per lesson per device.

The wide range of activities and language concepts allow this program to

supplement lessons and activities, provide new or additional information, and

provide immediate feedback and formative assessment. Some practice activities

require students to continue to answer the question until they get the correct

answer; this instant feedback aids in concept retention as, adversely, completing a

quiz and being uncertain which questions were correct or incorrect does not

necessarily ensure that the student masters the material. Student motivation from

websites and technology can mean that students are more engaged and find

language acquisition at least bearable if not fun. Students may prefer the social

distance of a computer but there needs to be human language interaction as well.

The most noteworthy benefit of this program is that the lessons language aspect is

taken into a real-life scenario (e.g. find the usage of the grammar in the scene while

the characters shop at a grocery store, bike up a hill, or travel to a different country

etc.). The student is gaining contextual vocabulary while learning a language skill

and then practicing through numerous diverse activities. Therefore, the program

has the possibility of allowing constructivist learning to happen (p. 147).

The established program enhances student independence and implements

numerous cognitive learning strategies as it has aspects of each a drill program and

a tutorial program (p. 147). Overall, the program could be useful in numerous

classrooms and lessons. The main concern, though, is if students would connect

with the program and enjoy it rather than simply tolerate it. Older students may see

the program as childlike and silly as it revolves around a boy and his friend robot. If

students are taking part in a lesson that is at their level then it can be incredibly

advantageous and constructive. The usage in a class would be completely

dependent on students attitudes and learning styles. If these components do not

seem to be an issue then it would be best to make a routine out of the program;

particularly, the app and site should only be seen as an addition to the lesson and

not the lesson in itself (p. 151).

Works Cited:

Ormiston, M. and Epstein, R. (2007). Tools and Tips for Using ELT Materials: A Guide

for Teachers. Ann Arbor: University of Michigan Press.

A Guide to Using the Common Framework of Reference (CFR) with Learners of

English as an Additional Language. Sept. 2013. Government of Saskatchewan.

June 20, 2015. http://www.education.gov.sk.ca/guide-to-using-cfr-with-eal