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Introduction to M-reader: An online extensive reading aid for schools
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INTRODUCTION TO M-READER: AN ONLINE EXTENSIVE READING AID FOR SCHOOLS PAUL MCBRIDE & BRETT MILLINER
Transcript of Introduction to M-reader: An online extensive reading aid for schools
I N T R O D U C T I O N T O M - R E A D E R : A N O N L I N E E X T E N S I V E R E A D I N G A I D F O R S C H O O L S
PA U L M C B R I D E & B R E T T M I L L I N E R
I N T R O D U C T I O N T O M - R E A D E R : A N O N L I N E E X T E N S I V E R E A D I N G A I D F O R S C H O O L S
PA U L M C B R I D E & B R E T T M I L L I N E R
E X T E N S I V E R E A D I N G ( E R )
A D D I T I V E E R
Robb & Kano, 2013
T E A C H E R S A R E T O O B U S Y T O M A N A G E A D D I T I V E E R
• Teachers do not have enough time to manage an effective program
(Day & Bamford, 1998; Robb, 2009)
• How can you ensure student accountability?
(Brown, 2012; Robb & Kano, 2013; Campbell & Weatherford, 2013)
M - R E A D E R
M R E A D E R S T U D E N T ’ S PA G E
Q U I Z Q U E S T I O N
M-Reader Quiz
S T U D E N T R E P O R T
M-Reader: Administration
M - R E A D E R C U S T O M I Z AT I O N
H O W D I D E L F S T U D E N T S R E S P O N D T O TA K I N G T H E M - R E A D E R Q U I Z Z E S ?
I N C R E A S E D R E A D I N G V O L U M E
Num
ber
of S
tud
ents
0
5
10
15
20
Total Books Read
0 2 4 6 8 10
Number of students
51% read more than 5 books
P O S T I M P L E M E N TAT I O N O N L I N E Q U E S T I O N N A I R E :
• 59% agreed that the system was easy to use.
• 72% agreed that the M-Reader questions were easy to understand.
M - R E A D E R Q U I Z Z E S O R B O O K R E P O R T S
R E S P O N S E N U M B E R O F S T U D E N T S
P E R C E N TA G E
S T R O N G LY A G R E E
1 9 2 4 . 3 6 %
A G R E E 2 0 2 5 . 6 4 %
N E U T R A L 1 1 1 4 . 1 0 %
D I S A G R E E 2 2 2 2 %
S T R O N G LY D I S A G R E E
6 6 %
2 8 % FAV O R B O O K R E P O R T S
”I want to improve my composition skills”
!
“ I think that it is important to develop my skill at expressing things in my own words”
Campbell & Weatherford (2013)
Students had found a way to escape reading the book
5 0 % FAV O U R M - R E A D E R Q U I Z Z E S
• “I was able to learn whether I fully understood the book’s contents or not”
• “Using M-reader helped me to understand the content of the book more deeply”
• “Because the quizzes were available online, I was able to work freely at my own pace”
• “As you can answer M-reader quizzes on your cellphone, you can take quizzes very quickly. Furthermore, the quizzes were easy to do”
S T U D E N T C O M P L A I N T S A B O U T M - R E A D E R
• “It was difficult to access M-reader and it was hard”
• “It took time to search for the books which had M-reader quizzes”
• “It felt like it was a total waste of time trying to find out whether the book I wanted to read had a quiz or not”
Campbell (2012)
M - R E A D E R : C H A L L E N G E S F O R S T U D E N T S
• “It is disappointing that even if I tried my best to read the book, I often could not get enough points to pass the quizzes”
• “Even though the questions were hard, it made me feel like this task was more worthwhile to do”
Campbell’s (2012); Campbell & Weatherford (2013)
F U T U R E A P P L I C AT I O N I N E L F C L A S S E S
F U T U R E A P P L I C AT I O N I N E L F C L A S S E S
• Taking time to carefully explain to students about why they are doing ER - Rob Waring’s slides
• Using total word counts to measure student’s performance
• Teachers becoming better at catching students who cheat on tests
• Utilising the new M-Reader manual to train new teachers to use the system
• More evaluation on M-Reader’s impact upon students’ reading habits
R E F E R E N C E S
Bamford, J. & Day, R. R. (eds.) (2004). Extensive reading activities for teaching language. Cambridge: Cambridge University Press. !Brown, D. (2012). Online support systems for extensive reading: Managing the tension between autonomy and institutional education. The Language Teacher, 36(2), 11-16. !Campbell, A. (2012). Implementing the MoodleReader. The First Extensive Reading World Congress Proceedings, 101-104. !Campbell, J. & Weatherford,Y. (2013). Using M-Reader to Motivate Students to Read Extensively. Second World Congress in Extensive Reading Proceedings (pp.1-12). Retrieved from, www.er-korea-2013.org/wp-content/uploads/ERWC2-Proceedings.pdf !Day, R., & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. New York: Cambridge University Press. !Nation, P. (2009). Teaching ESL/EFL Reading and Writing. New York: Routledge. !Robb, T. (2009). The Reader Quiz module for extensive reading. In M. Thomas (Ed.), Selected proceedings of the thirteenth annual JALT CALL SIG conference 2008 (pp. 109-116). Tokyo: Japan Association for Language Teaching. !Robb, T. & Kano, M. (2013). Effective extensive reading outside the classroom: A large-scale experiment. Reading in a Foreign Language, 25(2), 234-247. !!!
