Accessing Authentic

Materials in the ESL

Classroom with QR CodesTristan Thorne

American Language Program, Columbia University

March 27, 2015

(This is a QR code)

Background

“QR” is short for “Quick Response”

Initially created for the Japanese auto industry in 1994

by Denso Wave

Basically, a fancy barcode

Typically used for marketing and disseminating

information – keep your eyes peeled!

QR Codes and the Themes of this

Conference

Equity“Eye” vs. “ear” learners: A variety of input can accommodate different kinds of learners (Reid, 2006). Add to this distinction the notion of “kinesthetic” learners in order to address the needs of all students (Hafernik &Wiant, 2012).

EngagementAuthentic materials can augment students’ “on-task behavior, concentration, and involvement in the target activity more than artificial materials” (Peacock, 1997, p. 152).

Enrichment Teacher-made materials can be meaningfully tailored to the particular group of students (Brown, 2007).

More Specifically...

Easily access authentic materials inside and outside of the classroom

It’s much more convenient than typing the URL for a website

Engage in an authentic form of media interaction

Introduce a wider variety of information in myriad forms

Allow for communicative and collaborative learning

Pique students’ curiosity

Give students more control over their learning

Save paper

The process is 100% free

Get students to use their smartphones for learning

Student Testimonials

“It saves the number of paper to print long articles”

“It is fun to use this technique rather than only textbooks in a traditional class”

“It makes the in-class activity more interactive”

“It is easy to understand how it works”

“Using QR codes in a competition in class motivates our interests in the topics”

“It’s also very convenient for students to communicate with each other”

Creating and Scanning

To create:

1A. Link websites for audio, video, and pictures: http://qrcode.kaywa.com (Click on “Static,” and then “Generate”)

1B. Link text: http://goqr.me

2. Copy and paste the QR code into whatever document or

presentation you’re making

To scan:

1. Download the free app “i-nigma” on your smartphone

2. Open i-nigma and scan the QR code

Linking Directly to a Picture Found

Online

1. Right click on the image

2. Select “Copy Image Address”

3. Paste the image address in http://qrcode.kaywa.com

Making Audio QR Codes

Go to www.vocaroo.com or register for a free account at www.audioboom.com

Record short audio clips and link their individual websites to a QR code

Some ideas for what you can record:

a. Reading students’ written sentences for dictation and error correction

b. Describing different pictures for matching to similar pictures

c. Bits of a news report or podcast for audio reordering

d. Reading a poem for rhythm shadowing practice

e. Song samples for gap-filling exercises

Fill

-in-t

he-g

ap

Classroom Examples

Pronunciation in groups

Listening for main ideas and details

Describing a picture or process

Activating schema

Error correction

Skimming and scanning

Review activities

Using context clues to put audio snippets in order

Adding a layer to synthesis tasks

Rhyth

m P

ractice

Syn

the

sis

Lis

tenin

g fo

r M

ain

Ideas a

nd

De

tails

Note

-takin

g

Skim

min

g a

nd S

cannin

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Other Ideas

Include a QR code on all handouts for post-lesson

review

Instead of pasting a black-and-white image to an

article, include a QR code of the picture

If you don’t use a website to give homework

assignments, hand out a small piece of paper with a

QR code and task

Po

st-

lesso

n R

evie

w a

nd

Ho

mew

ork

Potential Issues

Students must have smartphones (but not necessarily

every single student)

The class can get a little noisy if not structured carefully

There is a limit to the amount of text you can put into a

QR code before the QR code becomes impossible to

scan

“Use technology to support the pedagogical goals of

the class and curriculum” (Brown, 2007, p. 200)

ReferencesBrown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Education.

Hafernik, J. J., & Wiant, F. M. (2012). Integrating multilingual students into college classrooms: Practical advice for faculty. Tonawanda, NY: Multilingual Matters.

Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT Journal, 52(2), 144-156.

Reid, J. (2006). ‘Eye’ leaners and ‘ear’ leaners: Identifying the language needs of international students and US resident writers. In P. K. Matsuda, M. Cox, J. Jordan & C. Ortmeier-Hooper (Eds.), Second-language writing in the composition classroom: A critical sourcebook (pp. 76-88). Boston, MA: Bedford/St. Martin’s.

Thank you!

Questions?

Free free to contact me:

tristan.c.thorne@gmail.com