TESL 5730.

SU 2024

Week 6 – Formative Assessment – CALL and Materials Development

Student: Khurshidakhon Mamadalieva

Professor: Klara Nazmutdinova

Due Date: July 8, 2024

At the Diamond Study Center, I teach a dedicated group of ten students aged

between 15 and 16, all currently attending 8th and 9th grades at secondary school.

These students are engaged in learning English as a foreign language, each with

unique motivations, but with a shared primary objective of becoming proficient

communicators and obtaining IELTS certificates in the near future. Currently, they

are collectively assessed at the A2 level on the CEFR framework scale and are

working towards advancing to the B1 level.

As Baleghizadeh and Javidanmehr (2017) mentioned that textbooks are considered

as concrete elements of learning or described as the heart of any ELT course, I

have selected the book American Headway 2 for their coursework to support my

learners’ goals of preparing for the IELTS test and improving their fluency in

English as a second language. This choice was made because the textbook offers

comprehensive sections specifically designed to meet the diverse needs of learners

at their stage. It includes a range of activities and tasks that aim to develop not only

their core language skills - reading, speaking, writing, and listening, but also the

essential sub-skills required for effective communication in English.

Within this group, two students have already demonstrated their language

proficiency by achieving scores equivalent to the A2 level on the Duolingo test,

highlights the varying levels of proficiency and readiness within the class,

emphasizing the need for tailored educational strategies.

As for their learning background of the English language, they are quite aware of

different basic grammatical rules including some tenses, and parts of speech, also

they know everyday vocabulary which can be used to talk about the daily routine,

family, friends, holidays, etc. Based on the information gathered from the students’

previous English teacher, many of the students began learning English in

elementary school, while some even started as early as kindergarten. Over the

years, they have been using textbooks like "Kids English" and "Teens English,"

which were recommended by educational authorities. Throughout the studies,

learners have gained knowledge of grammar topics such as tenses, parts of speech,

active and passive voice, and moods. This foundation allows them to communicate

effectively on familiar topics and in everyday conversations. The experience with

these materials has equipped learners with the necessary language skills to

continue advancing in their English proficiency here at Diamond Study Center.

Moreover, previously they were mainly taught with traditional deductive approach

where teacher was dominant and explained everything, so now they have some

difficulties with speaking and pronunciation of certain words in their speech. Since

they were not included in discussions or speaking tasks frequently, they are a bit
afraid of speaking in the target language because they feel ashamed to make

mistakes in their speech.

The learners at Diamond Study Center have access to technology that enhances

their educational experience. Specifically, the study center is equipped with

computer devices that allow all ten students to access online resources

simultaneously, such as the www.proprofs.com website where quizzes can be

created and accessed. This technology integration supports their learning goals by

providing interactive and engaging content directly related to their coursework.

Furthermore, the students have varying levels of experience with technology.

Some have demonstrated proficiency by achieving specific language proficiency

scores on tests like Duolingo and IELTS, indicating a comfort with using digital

tools for language learning. Others, while familiar with basic technology use, may

benefit from additional guidance and support to fully utilize online resources for

language practice and assessment.

The choice of using www.proprofs.com for quizzes aligns well with their

educational needs and preferences. At the end of lessons, providing quiz links

allows students to review and practice grammar topics independently, promoting

self-directed learning and reinforcing classroom instruction. This approach not

only caters to their individual learning styles but also encourages active
engagement with English language materials outside of traditional classroom

settings.

Overall, integrating technology in this manner supports the study center's

commitment to enhancing both academic progress and personal growth among its

students, fostering a dynamic and supportive learning environment for English

language acquisition.

In brief, the students at Diamond Study Center bring a mix of learning styles and

backgrounds to the classroom, enriching discussions and collaborative learning

experiences. Their engagement with the material is supported by a dedicated

teaching approach that aims to foster both academic progress and personal growth

in language acquisition.

A Brief Description of the Activity

Nowadays it is difficult to attract students’ attention and provide active learning

sessions so teachers are trying to use various sources as well as integrating digital

tools’ usage into lesson process. As Hanson-Smith (2018) stated that, using mobile

devices for class assignments can let students engage more frequently in learning

activities outside of class, thereby providing more learning opportunities within

their community of practice.

based on grammar and vocabulary from the textbook American Headway 2 in

order to make it suitable for the specific needs and levels of my learners at the

Diamond Study Center. This website offers several advantages that align perfectly

with my teaching goals and the characteristics of my students.

Firstly, Proprofs website provides a user-friendly interface that is intuitive and

accessible, making it easy for students aged 15-16 to navigate independently. This

aspect is crucial as it empowers learners to take ownership of their learning

process, fostering self-directed study habits - a skill essential for their future

language acquisition and exam preparation, such as the IELTS.

Secondly, the platform supports a variety of question types, including multiple-

choice, matching, and fill-in-the-blank. This diversity allows me to create quizzes

that cater to different learning styles and preferences within the classroom. For

instance, auditory learners can benefit from quizzes that include audio prompts for

pronunciation practice, while visual learners can engage with matching exercises

that reinforce vocabulary retention.

Moreover, Proprof’s interactive nature encourages active participation and

engagement among students. By incorporating gamified elements such as

leaderboards, progress tracking, and achieving certificate when they finish the
quiz, the platform transforms learning into an enjoyable experience. This approach

not only motivates students but also reinforces their understanding of grammar

concepts and expands their vocabulary related to showing possibility which are

highlighted as key objectives in American Headway 2 textbook curriculum.

By using www.proprofs.com to develop quizzes focusing on modals of deduction

and vocabulary related to possibility, I am confident that I can effectively meet the

diverse needs of my learners at Diamond Study Center. Whether they are aiming to

improve their grammar accuracy, enhance their vocabulary, or prepare for

language proficiency exams like the IELTS, Proprofs provides a versatile platform

that supports their learning journey comprehensively. Through regular use of these

quizzes, students will not only consolidate their understanding of essential

language skills but also build confidence in using English communicatively,

addressing their unique educational requirements and fostering their overall

language proficiency development.

https://www.proprofs.com/quiz-school/ugc/story.php?title=nda0mdk1mwfs40

The QR code:
 References

Baleghizadeh, S., & Javidanmehr, Z. (2017). ELT textbook evaluation: The

philosophy-based language teaching approach. In A. Maley & B. Tomlinson

(Eds.), Authenticity in materials development for language learning (pp.

119–139). Cambridge Scholars Publishing

Hanson-Smith, E. (2018). CALL (computer-assisted language learning) materials

development. In J. I. Liontas (Ed.), The TESOL encyclopedia of English

language teaching (pp. 1–7). John Wiley & Sons, Inc.

https://doi.org/10.1002/9781118784235.eelt0401

https://www.proprofs.com/quiz-school/ugc/story.php?title=nda0mdk1mwfs40