Thanks to all of you for turning in your term paper proposals. Most of these are quite well thought-out. Some people have already started.
I can’t over-emphasise the importance of starting your teaching project as early as possible. If you have read my Lai Chi Kok project blog, you will recognise the importance of starting early, as you may run into technical problem after technical problem.
The proposals you submitted can be categorised into two types:
(a) Focussing on one tool or activity (eg., wikis, DST, radio drama) for developing a particular aspect of language learning (eg., speaking, writing, grammar, pronunciation).
(b) Incorporating technology (eg., PPT, Mind maps) into a normal lesson to see how it can raise the effectiveness of teaching.
Both approaches are fine.
Two reminders, though:
(1) ‘Means’ vs “End”. The technology is the means. The end is language teaching and learning. In your planning and implementation, ask yourself again and again, and again, in what way this technology or computer-assisted activity, can help me achieve my language teaching/learning objectives.
(2) Criticality. At the Master’s level, it’s not just trying out something. It’s trying out something, and then reflecting on and critiquing your project. So, throughout the project duration, make a note of how things go. My Lai Chi Kok project blog is one example. (Blogging is one form of journal writing.) Sometimes, you may even have to record (video/audio) your lessons so that you have a record of how things go. You may talk to the students from time to time to find out their difficulties or thoughts. You may administer a questionnaire during or after the project to collect your students’ perspectives more systematically.
Remember: In the term paper, you do not only tell me what you have done; you have to be able to reflect on, discuss, and critique, what you have done. This is part and parcel of Master’s level training.
