Week 5 Tutorial: Vivien & Xing Yu
Question 1:
A. Technology-Enhanced Language Learning (TELL) materials are digital resources such as software, apps, websites, and interactive platforms used to facilitate language acquisition (Harahap et al., 2025). Their importance lies in their ability to create dynamic, interactive, and personalised learning experiences. They move beyond traditional textbooks by offering authentic language exposure, immediate feedback, and opportunities for collaboration, which significantly increases student engagement and caters to diverse learning styles, thereby making lessons more effective.
B.
Quizlet: This flashcard app improves vocabulary retention (reading/writing) through interactive games and tests. Teachers can create sets for any lexical area, and the ‘Learn’ and ‘Match’ modes make memorisation engaging.
ChatGPT Voice Chat: This feature allows for spontaneous spoken conversation with an AI. It directly promotes speaking and listening skills by providing a low-anxiety, private environment for students to practice pronunciation and receive immediate, non-judgmental feedback on their fluency and clarity.
Blogging Platforms (e.g., Blogger): Using a class blog develops writing skills. Students can publish work for a real audience, encouraging careful composition and editing. It also fosters reading skills as students comment on each other’s posts.
Question 2:
TELL material: Digital Storytelling Video - Rumpelstilskin (https://www.youtube.com/watch?v=e6MAfKu5j3M)
Activities for different levels:
1. Beginner (A1-A2)
Activity: Picture and Word Matching
- The teacher pauses the video at key scenes (e.g., hat maker lying, Sophie in the room, little man knitting). Screenshots are provided on the printed worksheets.
- Students match key words/phrases (e.g., “gold,” “hay,” “king,” “baby,” “liar”) to the pictures.
Why it is chosen for Beginner level students:
- Beginners need to focus on basic vocabulary recognition, and the use of visuals provides strong support for understanding.
- The simple matching activity reduces cognitive load while still developing listening and reading skills.
- A simple writing task allows students to produce language at their level without feeling overwhelmed by complex structures.
2. Intermediate (B1-B2)
Activity: Retelling the key events
- After watching the video, the teacher provides each group with short sentences summarising the main events (e.g., “The hat maker told a lie,” “The king locked Sophie in a room,” “The little man made gold”).
- Students arrange the sentences in chronological order to show the flow of the story.
- Once arranged, each group retells the story orally in 5–6 sentences using their notes.
- The teacher monitors, provides corrective feedback, and supports students with sequencing and grammar.
- If students are already comfortable with sequencing the events, the teacher can extend the task by asking them to identify the main parts of the story structure. Students label their ordered events as beginning, rising action, climax, falling action, and resolution. To support them, the teacher provides a model on the board (e.g., “The king locked Sophie in the room” = rising action, “Sophie meets the little man” = climax). This scaffolding helps students recognize how stories are organised without having to figure it out entirely on their own.
Why it is chosen for Intermediate level students:
- Sequencing events in chronological order helps learners develop comprehension and narrative writing skills.
- Group retelling encourages confidence in speaking while reinforcing grammar in a meaningful context.
- The activity help students to connect ideas into a coherent narrative instead of producing isolated sentences.
3. Advanced (up to B2+)
Activity: Character Analysis & Critical Response
- Students watch the full video and then choose one character (e.g., Sophie, the King, Rumpelstiltskin).
-They write a short paragraph analysing the character’s motivations and moral choices, using prompts like: “Why do you think Sophie agreed to the deal?” or “Is Rumpelstiltskin good or bad?”
-They share their responses in small groups, comparing interpretations.
Why it is chosen for Advanced level students:
-Advanced learners need opportunities to analyse, infer, and argue rather than just retell.
-This activity develops critical thinking, higher-order writing, and discussion skills.
-The moral themes in the story allow students to practice expressing opinions and supporting them with reasons.
B. Reflect on how the choice of TELL materials and activities may differ for varying teaching contexts, such as large classes, online learning, or mixed-ability groups.
How can the TELL material can be adapted into different teaching contexts:
1. Large Classes
- In a large classroom, managing group work can be challenging. Instead of providing each group with individual printed screenshots, the teacher may project images on the screen and ask groups to discuss and write answers on mini whiteboards. This ensures participation without excessive material preparation. For retelling activities, selected groups can present to the class while others provide peer feedback. Pair or think-pair-share activities can also keep all students engaged despite the large numbers.
2. Online Learning
- When teaching online, digital tools play a greater role. The video can be shared via screen-share or assigned for pre-watching. Matching tasks for beginners can be adapted into interactive quizzes using tools like Wordwall or Quizizz, while sequencing activities for intermediates can be managed through Jamboard drag-and-drop. For advanced learners, collaborative writing on Google Docs or discussion via breakout rooms allows them to share and refine their analyses. The digital format maintains multimodality while encouraging collaboration despite physical distance.
3. Mixed-Ability Groups
- In a mixed-ability classroom, differentiation is essential. Beginners may only complete matching tasks with word banks, while stronger students can attempt sentence writing. For intermediates, some students may sequence only 4–5 key events, while more proficient learners (B1+ - B2) add plot structure labels (climax, resolution). At the advanced level, weaker students may answer guided comprehension questions before moving to analysis, while stronger students write full analytical paragraphs. Flexible scaffolding ensures that all students can access the material at their level while still being challenged.
Harahap, S. D., Lubis, R. U., & Hidayani, S. (2025). Integrating Technology-Enhanced Language Learning (TELL) into English Language Teaching (ELT) at STAIN Mandailing Natal. Inspiring English Education Journal, 8(1), 77–91. https://doi.org/10.35905/inspiring.v8i1.12962
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