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Welcome to iCTLT 2016!
Thursday, March 31 • 11:30am - 12:00pm
Paper Presentation 6/6: 553 Optimizing Mother Tongue Language Learning Using The Web-Based iMTL Interactive Portal LIMITED

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Oral presentation is important in day-to-day communication and is part of summative assessment in schools. Students taking Chinese language face difficulties in developing oral descriptive narratives in a coherent and organized manner and tend to omit details. Oral practices are often conducted in traditional classroom setting, involving rote-learning that is teacher-centred. Students do not have sufficient opportunity to practise their oral skills. Weaker students who have other concerns such as lack of self-confidence may be neglected in the classrooms.

Launched in 2013 by the Ministry of Education, the iMTL Interactive Portal leverages on the info-communication technology and aims to strengthen students’ language skills through the use of authentic language tasks. The purpose of this lesson study was to resolve pedagogical issues that are experienced in conventional classroom teaching. The two-cycle lesson study was started in 2014 with two Primary Five medium-ability classes in Lakeside Primary School. This lesson study explored the use of the web-based iMTL Interactive Portal and its effectiveness in optimising students’ learning. A learner-centred pedagogy is adopted to encourage self-directed and collaborative learning, giving every student the opportunity to express himself. Individual student can develop his personal oral skills at his own pace. The lesson study revealed that Components such as consideration of the students’ readiness, questioning techniques, design of scaffolding instruction, selection of topic and stimulus, choice of collaborative mode, and grouping of students, are important in optimising the effective use of the iMTL Interactive Portal.

Classroom observations, focus group interviews and surveys revealed that students were positive about the use of the ICT tool, and they benefited from peer-to-peer learning. The weaker students modelled after their peers in developing their own speech, while the stronger students would help to correct their peers before and during recording. The selected video was related to the students’ real experiences and this motivated them to learn. Peer evaluation encouraged a two-way learning process, whereby students learn from others and develop their self-reflection skills.

The lesson study encountered various challenges at the different stages: from the development of the lesson plan to the delivery of the lesson. Main challenges included adjustments to the conventional pedagogical beliefs, such as shifting from teacher-centric to student-centric learning, and the role of the teacher. This, in turn, affected the design and delivery of the lessons, and management of time as well as technical glitches.



Lakeside Primary School


Teacher, Lakeside Primary School


Lakeside Primary School

Thursday March 31, 2016 11:30am - 12:00pm GMT+08
MR 334