A unit outline for assessing oral output in the MFL classroom.

1. Using Technology to Improve Oral
Fluency and Production in the
Language Classroom
Assessing oral output in an engaging and
meaningful way
STA Convention 2012
Shauna Néro
French Immersion, FSL and Spanish teacher at
Kwantlen Park Secondary
@MmeNero

2. My guiding philosophy:
If students are expected to use their language skills
learned in FSL and Spanish after they finish high
school, their oral development is essential. When
students visit Francophone of Hispanic
countries, they should be able to communicate with
the people they meet. I want my classroom to be
functional and useful. However, assessing
and monitoring development in oral language
acquisition has always been a challenge for me.

3. The head scratcher…
How can I assess oral
acquisition so that students are
able to demonstrate a gradual
release of responsibility and
will be able to
eventually communicate in
authentic discussion?

4. I am just waiting for you to
make a mistake…
Maybe some Speak in perfect complete
sentences or else!
students think
this is me during
oral assessment
interviews…

5. Why EDMODO?
Edmodo is a website that looks like Facebook…but it’s not!
 The site is completely controlled by the teacher. Any posts on
the wall can be seen by everyone in the class, students may
not send messages to one another.
 An effective way to communicate homework and what is
going on in class to students and parents.
 A way for students to engage in learning outside of the
classroom (sometimes a difficult task in language learning).
 An effective tool for sending files to students, or reducing
paper waste so that they may hand in assignments online that
are easily traceable.
AND….

6. ANDROID APP
“There’s an app for that!” iPHONE/iPAD

7. Course outline
 Divided by language skill (oral
output, listening, reading, writing)
 Parents are given a permission letter to sign
outlining the use of Edmodo in the classroom
with learning objectives.
 Parents can be given a unique code (only linked
to their child’s information) in order to keep up
to date with classroom activities.

8. Podcast project
This project lasts all semester and is a part of my
classroom daily structure. Students are expected
to practise and work with their partners in order
to improve their oral skills in the foreign target
language.
This is an overview, the entire unit plan can be
read at my blog.
http://mmenero.edublogs.org/assessing-oral-language-acquisition/

9. Lesson 1: Modeling
 Students may never have done
a recording before, or may not
understand the project
outcome.
 Give an example audio clip that
can be used for a pre-activity to
the project.
 Talk about the benefits of being
able to speak the language;
engage in conversation!
 Highlight the different themes
represented in the clip.

10. Generating criteria as a class
 Students are aware of the expectations
 Student ownership: students decide what the learning
objectives are
 Some students will drive the others to work hard by
setting high standards (ex. Number of questions to be
asked and answered)
***Sample criteria forms are on my blog to be adapted
and used as you wish.

11. Colour-coded criteria sheets
 Students are given 3 sheets per
podcast recording depending on if it is
an A recording or a B graded recording.
 A Recordings: a self-
assessment, partner assessment & a
peer assessment
 B Recordings: a self-
assessment, partner assessment & a
teacher assessment
 Have students fill out the checklist and
staple it to the assessments in order
(this will save you time later, and a lot
less headaches)

12. I’ve got it…and more! Keep applying I’m almost there, but I need to practise the I need to get extra help
1A my BK what’s missing? concepts learned
Self Assessment of:
Concept
Asking questions I can ask 7+ logical questions I can ask at least 5-6 I can ask 3-4 questions I can ask 1-2 questions
correctly. logical questions (ex.
weather, clothing, date,
greetings)
Answering questions I can answer all of the questions I can answer at least 5-6 I can answer 3-4 questions I can answer 1-2 questions
asked by my partner. questions.
Vocabulary and I included all of these themes: I included all but 1-2 I am missing 3-5 themes I am missing 6+ themes from the
expressions “les expressions de la salle de expressions from the from the vocabulary list. vocabulary list.
classe” vocabulary list.
Nom
Âge
Les jours de la semaine
Le temps (la météo)
La mode (les vêtements)
Jouer & faire
Les types de personnalité
Pronunciation I used the website to correctly When pronouncing Some effort in I did not make a huge effort, I
pronounce most. I can correctly words, my listener can pronunciation; I try to sound like I am speaking English.
pronounce 75-100% of the words. understand. I do not correctly pronounce the I need to work on it and use the
pronounce the final “s” words. website & tutorials provided for
sound & I do not (50-75%) help.
pronounce the silent H.
I can pronounce 75% of
the words correctly.
Grammar & sentence I took all of my feedback into Most (75-90%) of my 75% of my sentences are 10-50% of my sentences are
structures consideration and applied it to my sentences are correct and correct and logical. correct and logical.
grammar and sentence structures. logical.
Communication in The entire conversation is in French. I made a good effort to I tried hard but I spoke some French, but mostly
FRENCH speak in French (75%) conversation is 50/50. in English. (>25% in French)
Ease of conversation A conversation that flows smoothly There are a few pauses There are some pauses (no There are 7+ pauses in the
without any pauses. (no more than 3) in the more than 6) in the conversation, unstable flow.
conversation. conversation.

13. Lessons 2-5:
 The first time students do this
activity, it might be in their
best interest to pick their own
partners so that they are
doing it with someone they
are comfortable with.
 Let students practise and
write a script based on the
criteria provided.
 Ask them to use the Text-to-
Speech website to practise
their pronunciation at home
or in class.

14. RECORDING DAY!
 Students record
their podcast using
Voice Memo app
 They get 2 tries and
pick their best one
 Teacher uploads to
Edmodo and assigns
another group to be
assessed

15. Edmodo

16. Lesson 3: Descriptive feedback
Students need help in how to give good descriptive feedback. The first time that I did this
assignment, and looked at their feedback, most of it was very vague.
 For example:
 “You did a good job!”
 “You did not include some themes.”
 “You need to work on your pronunciation.”
I used these examples to help students understand how comments like these do not help
their peers since it does not provide specific examples. We came up with a list like this:
 “You did not include the theme of “les expressions de la salle de classe”, “la mode: and “la
météo”.
 “Use the website to help you with your pronunciation for the words: hôpital, nous etc.”
 “You need to ask (number) more questions.”
 “You should practise more so that you have fewer pauses; review at home as well.”
I give a mark for the way that they provide descriptive feedback because this can really help
themselves and their classmates if done correctly.

17. Recording samples
Examples are on my blog (they do not work on PPT)

18. Final Assessment
 Students compile a list of questions in groups of 2-3
 I compile a list of all of the possible questions that can be asked
during the interview so that students may prepare the
structures
 My peer tutor practises with each student and then he/she
completes a last self-assessment with an action plan on how to
improve
 I do an interview with them, asking questions from the list and
try to get them to talk as much as they are capable.

19. Results from Semester 1
 Beginner level students who were only able to participate in 30 seconds to 1 minute
conversations were able to converse with me for at least 3 minutes during the final
evaluations.
 Weaker students were able to speak for at least 2 minutes; thereby instilling confidence. I
recorded the conversations so that I could mark them at a later date, thereby putting
them at ease since we are having a real conversation (rather than myself making
comments and not really being an active participant in the discussion). I am optimistic
that the results show that some students who may not have been otherwise comfortable
are improving their oral skills.
 I am teaching them tools for self-reflection. Students are able to help others in class, and
as a result, my marking is cut down since I only mark one oral assessment per month (It
takes about 4 weeks for the complete process).
 By assessing a peer from another group, students become aware of mistakes that they
have made, and may hear better pronunciation. This provides more opportunities for
students to feel successful.
 Allowing students to make mistakes in their first podcast makes them feel more secure for
their graded second podcasts. I try to make them understand, that it’s OK to make
mistakes, we are all human; but what is more important is that they need to learn from
their mistakes. By the second month, their recordings are longer and more interesting as
a result.

20. Any questions?
Ways to contact me:
 Email nero_s@sd36.bc.ca
 Twitter: @MmeNero
 Comment on my blog
about your own
experiences, we can share
and engage our
conversation with other
language teachers from
around the world!