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Technology and the learning space

How a physical classroom is organized, decorated and laid out impacts how your students feel, interact and learn. It¡¯s just as important to think about how your virtual teaching space functions and what it looks like, as it will greatly affect your students¡¯ learning experience.

Classrooms are usually full of posters, examples of students¡¯ work and other decorations. Just because you¡¯re teaching online doesn¡¯t mean your environment needs to look dull.

Take some time to think about your virtual teaching space. Picture it in your head. What¡¯s behind you? What¡¯s on either side? Is there an echo? Is it light or dark? How far away are you from the camera?

Online classroom setup dos and don¡¯ts

While teaching online isn¡¯t always that different from teaching face-to-face, there are quite a few things you might not have considered before. Here are some of my top dos and don¡¯ts to help:

Lighting

• Don¡¯t sit in front of a window or other source of light; otherwise, your face will be in shadow and hard to see. If you have no option, close the curtains and use an artificial light source to illuminate your face.
• Do reflect lighting off a wall or ceiling, so it hits your face indirectly. This creates a much more pleasing image. If possible, sit in front of any windows or to the side of them so that the light hits your face directly or from the side. If the room is naturally dark, reflect a couple of lamps off the wall in front of you or the ceiling.

Audio

• Do invest in a set of headphones with an inline microphone. Even cheap ones will make you easier to understand, and reduce environmental noise interference (traffic, your neighbor¡¯s stereo, etc.).
• Don¡¯t teach in an empty classroom (if you can avoid it). They are a terrible place to teach online classes from because they suffer from echo, environmental noise, lighting and bandwidth problems.
• If your teaching space has an echo, try placing pillows or cushions on either side of your screen. They help absorb echoes and make it easier for your students to hear you.

Video

• Sit far enough away from the camera so your students can see most of your upper body and arms. If you use a laptop, raise it up on an old shoebox or a couple of books, so that the camera isn¡¯t pointing up your nose!
• Do invest in the fastest internet connection you can afford (school administrators may want to consider offering subsidies so teachers can upgrade their connection speed). It is vital that you have enough internet bandwidth to stream good-quality audio and video and share materials with your students. Learn how to use your mobile phone data plan to create a wifi hotspot for your computer as a backup.

Using technology with your students

Here are some ways to get the most out of technology, build your student¡¯s digital literacy skills and increase motivation:

Space

Students should connect from a private space where they are not interrupted by siblings, pets, housekeepers, or parents. The space should be well-lit and have a good Wi-Fi signal.

Communication

Just like you, they should use earphones with an inline microphone. Their webcams should be on, not just so you can see them, but so they can see each other. Encourage learners to have fun and personalize their space by changing their backgrounds or using filters.

Distractions

Parents and caregivers should be aware of the negative effect of noise and distractions on their children¡¯s learning. It¡¯s important that where possible, they avoid having business meetings in the same room their children are learning in. They should also ask other people in the house to respect the children¡¯s right to enjoy a quiet, private, productive learning environment.

Resources

If you and your students are online using some form of computer, tablet, or mobile device to connect to class, make sure to use the resources available to you. Reinforce how to correctly use spell check when writing a document; for example, have your students use their cameras to take photos of their work to share or even their favorite toys.

Flexibility

Instead of trying (and often failing!) to get all your students to speak during the class, have them make videos or audio recordings for homework that they send to you or each other for feedback. Alternatively, experiment with breakout rooms, if using a platform that allows this.

Preparation

If you want to show a YouTube video during class, send the link to your students to watch for homework before class, or have them watch it during class on their own devices.

Besides saving your internet bandwidth, they may even be inspired to click on one of the other recommended (usually related) videos alongside the one you want them to watch. It¡¯ll be on their recently watched list if they want to go back and watch it again.

Collaboration

If you set group work that involves writing a text or designing a presentation, ask your students to collaborate with a shared Google Doc. You¡¯ll be able to see what they¡¯re doing in real-time and give them feedback. It works like you are walking around the classroom and looking over their shoulders.

Feedback

Explore the focused feedback tools your web conferencing platform offers, such as breakout rooms or an individual chat. But also, don¡¯t forget to share relevant information and learning with the whole class. This helps them all benefit from your expertise, just like if they listen to you answering a classmate¡¯s question in the classroom.

If your students are at home, they can access materials and props they would never have at school. Think about how you could incorporate this into your teaching.

Materials

Finally, ensure that the materials you use are suitable for online learning. If you use a book, it should have a fully digital option and a platform available to your students with practice activities, videos, and audio recordings. You should avoid using static pages in favor of dynamic activities, or online documents that allow real-time collaboration.

Involving parents and caregivers in your online teaching environment

Create an online learning document for parents explaining how they can create a positive and productive learning environment for their children. Some families may experience significant difficulties and may be unable to implement everything. But it¡¯s still important to explain to them how to optimize the experience if they can.
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Research has shown that automated scoring can give more reliable and objective results than human examiners when evaluating a person¡¯s mastery of English. This is because an automated scoring system is impartial, unlike humans, who can be influenced by irrelevant factors such as a test taker¡¯s appearance or body language. Additionally, automated scoring treats regional accents equally, unlike human examiners who may favor accents they are more familiar with. Automated scoring also allows individual features of a spoken or written test question response to be analyzed independent of one another, so that a weakness in one area of language does not affect the scoring of other areas.

was created in response to the demand for a more accurate, objective, secure and relevant test of English. Our automated scoring system is a central feature of the test, and vital to ensuring the delivery of accurate, objective and relevant results ¨C no matter who the test-taker is or where the test is taken.

Development and validation of the scoring system to ensure accuracy

PTE Academic¡¯s automated scoring system was developed after extensive research and field testing. A prototype test was developed and administered to a sample of more than 10,000 test takers from 158 different countries, speaking 126 different native languages. This data was collected and used to train the automated scoring engines for both the written and spoken PTE Academic items.

To do this, multiple trained human markers assess each answer. Those results are used as the training material for machine learning algorithms, similar to those used by systems like Google Search or Apple¡¯s Siri. The model makes initial guesses as to the scores each response should get, then consults the actual scores to see well how it did, adjusts itself in a few directions, then goes through the training set over and over again, adjusting and improving until it arrives at a maximally correct solution ¨C a solution that ideally gets very close to predicting the set of human ratings.

Once trained up and performing at a high level, this model is used as a marking algorithm, able to score new responses just like human markers would. Correlations between scores given by this system and trained human markers are quite high. The standard error of measurement between ÃÛÌÒapp¡¯s system and a human rater is less than that between one human rater and another ¨C in other words, the machine scores are more accurate than those given by a pair of human raters, because much of the bias and unreliability has been squeezed out of them. In general, you can think of a machine scoring system as one that takes the best stuff out of human ratings, then acts like an idealized human marker.

ÃÛÌÒapp conducts scoring validation studies to ensure that the machine scores are consistently comparable to ratings given by skilled human raters. Here, a new set of test-taker responses (never seen by the machine) are scored by both human raters and by the automated scoring system. Research has demonstrated that the automated scoring technology underlying PTE Academic produces scores comparable to those obtained from careful human experts. This means that the automated system ¡°acts¡± like a human rater when assessing test takers¡¯ language skills, but does so with a machine's precision, consistency and objectivity.

Scoring speaking responses with ÃÛÌÒapp¡¯s Ordinate technology

The spoken portion of PTE Academic is automatically scored using ÃÛÌÒapp¡¯s Ordinate technology. Ordinate technology results from years of research in speech recognition, statistical modeling, linguistics and testing theory. The technology uses a proprietary speech processing system that is specifically designed to analyze and automatically score speech from fluent and second-language English speakers. The Ordinate scoring system collects hundreds of pieces of information from the test takers¡¯ spoken responses in addition to just the words, such as pace, timing and rhythm, as well as the power of their voice, emphasis, intonation and accuracy of pronunciation. It is trained to recognize even somewhat mispronounced words, and quickly evaluates the content, relevance and coherence of the response. In particular, the meaning of the spoken response is evaluated, making it possible for these models to assess whether or not what was said deserves a high score.

Scoring writing responses with Intelligent Essay Assessor? (IEA)

The written portion of PTE Academic is scored using the Intelligent Essay Assessor? (IEA), an automated scoring tool powered by ÃÛÌÒapp¡¯s state-of-the-art Knowledge Analysis Technologies? (KAT) engine. Based on more than 20 years of research and development, the KAT engine automatically evaluates the meaning of text, such as an essay written by a student in response to a particular prompt. The KAT engine evaluates writing as accurately as skilled human raters using a proprietary application of the mathematical approach known as Latent Semantic Analysis (LSA). LSA evaluates the meaning of language by analyzing large bodies of relevant text and their meanings. Therefore, using LSA, the KAT engine can understand the meaning of text much like a human.

What aspects of English does PTE Academic assess?

Teaching beginners can be daunting, especially when it¡¯s a monolingual group and you know nothing of their language, or it¡¯s a multilingual group and the only common language is the English you¡¯ve been tasked with teaching them. Nevertheless, not only is it possible to teach beginners only through English, but it can also be one of the most rewarding levels to teach. To help you succeed in setting your learners firmly on the path to increasing proficiency, here are seven tips for teaching English to beginners.

1. Keep instructions clear and simple

When addressing a class of students, especially ones you¡¯ve just met, it can be tempting to explain activities in your politest language. After all, no one likes to be rude. However, a student who has only a few words of English, if any at all, won¡¯t appreciate the courtesy of (or even understand), ¡°OK, so now what I¡¯d like you all to do, if you don¡¯t mind, is just to stand up for a moment and come to the front of the class. Oh, and please bring your book with you. Could we all do that?¡±

Instead, make instructions crystal clear by using as few words as necessary, gesturing whenever possible, and breaking down a series of instructions into smaller units. If you want to be polite, ¡°±è±ô±ð²¹²õ±ð¡± and ¡°thank you¡± will do. ¡°Everybody ¨C take your book, please. Stand up. Now, come here, please. Thank you.¡±

2. Let them listen first

Your students will likely want to start practicing speaking from the get-go. However, it takes a while for one¡¯s ear to acclimatize to the sounds of a new language, and not everyone will be so keen; don¡¯t pressure students into speaking before they¡¯ve had lots of opportunity to listen to you using it (which doesn¡¯t mean you should just be rambling on at the front of the classroom ¨C with beginners more so than with other levels, you really have to consider what you say and grade your language accordingly).

3. Drill, repeat, drill, repeat, drill¡­

Beginners need lots of repetition and drilling, especially as they get to grips with the sounds of their new language. It might seem boring to go over the same sentences again and again, but it is necessary. When practicing a new sentence, try back-drilling, breaking the sentence down into manageable units and then building it back up, working backwards from the end to the beginning; this helps ensure that your intonation is natural and that you get elements of connected speech right. For example, break down ¡°Would you like a cup of tea?¡± as follows:

tea > cup of tea > like a > like a cup of tea > Would you > Would you like a cup of tea?

4. Establish classroom language early on

Classroom language ¨C Can you speak more slowly? What do we have to do? I don¡¯t understand. What does¡­ mean? How do you say¡­ in English? ¨C is usually associated with , but it also helps with adult beginners. No matter how friendly and relaxed you make your classroom atmosphere, can still be daunting, especially when you feel you¡¯re not entirely following what¡¯s going on, or that you might be called on to say something that you don¡¯t feel ready to say. It¡¯s much better to equip students early on with classroom language that will help them navigate the lesson smoothly.

5. Avoid metalanguage

There¡¯s no point in students knowing the terms past simple, irregular verb or adverb of frequency if they can¡¯t use the actual structures or words they refer to. Don¡¯t tell them how to say something: show them. Give as much context as you can (visual prompts work well).

Furthermore, make sure you check they have understood by asking questions that test their comprehension ¨C never ask ¡°Do you understand?¡± as:

a) many people are reluctant to let on that they haven¡¯t understood and will pretend instead that they have

b) a student may think they have understood when in fact they haven¡¯t.

6. Don¡¯t forget that your students are fluent in their own language(s)

This may seem trivial, but it¡¯s all too easy when listening to somebody speaking broken English to forget that behind the errors and the mispronunciation is a person with cogent thoughts, no doubt articulate in their first language, attempting to communicate their opinions or ideas.

As teachers, we not only have to be patient and proactive listeners, alert to the reasons why specific errors are being made while filling in the gaps in less-than-perfect communication, but we also have to steer clear of adopting the 'Me-Tarzan-You-Jane' approach to teaching, degenerating the very language we are aiming to teach.

Rather than degrading our language, we have to grade it carefully to keep it comprehensible while maintaining its naturalness, rhythm and spirit, ensuring all the while that, as far as possible, we actually converse with our students and listen to what they have to say. After all, even from the very first lessons, from the ¡®A¡¯ in the alphabet and the ¡®am¡¯ of ¡®to be¡¯, communication is the goal.

7. Prepare well, prepare a lot, keep them talking

Even though teaching beginners entails progressing slowly and recycling and repeating language many times, that doesn¡¯t mean recycling the same activities, especially not during one lesson. Ensure you have a range of activities to use, and don¡¯t go into class without having first carefully thought through how you are going to introduce a new language, how you will check that the students have understood it, how you will practice it, and how you will deal with potential misunderstandings. The possibility for confusion at this level is much greater than at higher levels, and sometimes even harder to disentangle.

Also, remember, unlike with higher levels, you can¡¯t rely on conversations developing simply because the students don¡¯t yet have the linguistic resources to engage in anything other than simple exchanges (though in time, they will). This means that the onus will largely be on you to keep them talking.

Finally, enjoy this level. Although in many ways the most challenging level to teach, it can also be one of the most satisfying. Seeing your learners go from knowing nothing to knowing a few words to knowing a few sentences and structures to being able to hold rudimentary conversations can be incredibly rewarding. If they enjoy their initial exposure to the language, and feel confident and inspired to continue, then you will have helped pave the way to their further success.