An another idea

It is a very typical request to the parents of bad spellers to help their children making progress in spelling. Dictation and spelling bee are the most common ways to be used for many people.


The other day, my son didn’t take my offer to play spelling bee, because he would be confused at my pronunciation. So I can’t help his spelling.


Can Web Speech API  be a solution for this situation?


Then, What should I go about first?

This is a private project with no due date. Usually people feel difficult to control themselves without being forced to, so do I.

Then, firstly I will make a “to do” list.

Goal  :  To create an ESOL learning webpage for CAPT(Computer Assisted  Pronunciation Training) by using Web Speech API

Deliverables :  A website and code; A progress record on this blog; A report (I will try!)

Essential skills and knowledge  :  Japvascript (under development),  HTML & CSS (need to be refreshed) a general knowledge of web development (need to be refreshed), research skills, technical reading skills, a proper level of writing skills.

What to do :

This month I will ;

  • Keep self-learning about Javascript with Codecademy –  75 % have been completed. Finish all Javascript courses by the end of this month.
  • Start reviewing  HTML and CSS, move to HTML5  – By the end of this month.
  • Read “Web Speech API Specification” – By the end of this month.
  • Find some good example code for Web Speech API – By the end of this month.Next month I will ;
  • Research about the effectiveness of previous CAPT system – By the end of March.
  • write a design brief  – by the end of March

I am not a student anymore, but I am still interested in doing this.

Yes, I have left from NMIT. I am not a student anymore.

However, I personally think that it is a good idea to keep writing this blog. This would be a hard job to do without the pressure of “due date” but it would be beneficial for me. Firstly, it has been a very good training  opportunity to write in English regularly. Secondly, it may bring a good relationship with the people who have read this blog. And last, this activity may work to keep my IT skill at a proper level.

At the end of last semester, I wrote a project proposal for RES701 class. It was a website development using Web Speech API, and I did not expected to be “in action” because I had already completed my “real” project at that time. However, the tutor liked it and also I liked it. It may worth doing as a part of my personal activities, because many people are doing that way.

This should go as a year-long project. Curently I am learning Javscript with Codecademy, and searching and reading some reference.


The proposal is here.

Another useful video tutorial for poster making

The project report was sent out about 1 and half hour before the due time on the due date. And after it has already been finished, a lot and a lot and a lot of ideas came out from somewhere. I should have include this, or this, or the conclusion should have done with this, or the introduction should have been written from this aspect, etc etc etc. Yes, i know it’s normal.

I restart my readings just for the fun of it. It was so interesting that how easily I can read in Japanese after experiencing a kind of large amount of readings in English! Is this also the evidence to support “Common Underlying Proficiency(Cummins, 1981 cited by Cummins, 2005)”?

I found another useful video tutorial of poster making. This case Microsoft Publisher is used.

Anyway, I started to think about my poster.

Still in a muddle

After i had a Skype meeting with Todd, I realised that the structure was still in a muddle.  He seemed (or sounded-because we only had a voice meeting through Skype) confused what I was trying to say, and repeated the structure was not “ordinal” and it was very similar to the paper written by a Japanese researcher and which he had read once before. I understand what he mean. The structure of writing is always reflect the culture inside of the author.

I studied creative writings for my degree in Japan. I don’t still get used to say everything in the introduction – it would be marked less in Japan than New Zealand. People in Japan like to keep important matters for the dramatic ending, and pile up evidences from the bottom. I just inherit this Japanese style even after 17 years of living as an expat in New Zealand.

However, It is important to make changes of your nature, it is one of the strategic actions for an immigrants to be capable for the new “home country”.  So I made a change on my report structure again. Hope I have enough time to cope with this big change.



Abbreviations Used in This Report


Research Agenda –  previously “research purpose”


Definition of Web Servicest – How to define “Web services?”

From technical point of view

From end user’s viewpoint – Web 2.0

Definition of English as Speakers of Other Languages(ESOL) Students

Ministry of Education Guideline

International Fee-paying Students in ESOL need

Design of the Research


Interviews/Case study

Literature Review

Soft Systems Methodology(SSM) and Conceptual Modeling

What is SSM?

How to use it?

Measurement Tools

Bloom’s Digital Taxonomy

What is “Bloom’s Digital Taxonomy”?

How to use it?

Technological Pedagogical Content Knowledge (TPACK)

What is TPACK? (

How does it work?

Pilot Study –  Analysis of Interviews using Soft System Methodology(SSM) and Bloom’s Digital Taxonomy

Analysis of Interviews using “Soft System Methodology”

Rich Picture for each school

Root Definition of “The Use of Web Services in ESOL Classrooms”


Conceptual Model of “Using Web Services in ESOL Classrooms”

Evaluation of web services in current use using “Bloom’s Digital Taxonomy”

What is a barrier?

Main Research – Literature Review

This parts are divided into two, one for finding out a political and economical position of ESOL, and another for finding out of the effectiveness of web services in ESOL classrooms.

Official Funding Criteria – What sort of financial support are available for ESOL and IT education?

ESOL Funding Guideline

available but not allowed to use IT related expenditure

International Student Levy

The funding criteria for ICT in Schools

Trend in New Zealand

The Number Flow of MoE Funded Students

The Number Flow of International Students

The International Education Agenda : A Strategy for 2007-2012

ICT in Schools Research Report

The biggest concern of schools are cost and lack of training opportunities

Effectiveness of Web Services in the Context of ESOL Teaching

Is it really effective? What is the evidence?

Requirement for ESOL students – What sort of skills do they need to develop?

As an additional language learner – Governmental guideline and second language acquisition

As a independent secondary student – the characteristics of teenage learners

As a technology user- the characteristics of learning in the digital age

Why digital? The advantages and disadvantages of Web services as educational resource for ESOL education

As reading materials

As listening materials

As the tools to support writing activities

As the tools to encourage more speaking

Review of existing websites – Which is useful?

How to choose the website?

Discussion and Findings

TPACK AND ESOL Learning Model – What learning Areas ESOL class should cover?

What is the main Barrier for the effective integration of IT in ESOL education?

How can they be overcomed?


Learning Activity Plan 1 – Using a web service which has been already used in the classroom

Google Search and Wikipedia – Encouraging students to use their first language as well as English for deeper understanding, and creating their “own Wikipedia” using Google Drive

YouTube – Using YouTube video not only for listening activities but also creating a new idea

Learning Activity Plan 2 – Introducing a new web services in the classroom

Google Translate – It is not useful for translation, but it is useful for listening activities.

Online Photo editor – Create a simple “portrait message”

Flipped Classroom with Social Networking System


Personal Comment

Requirement of further research




Appendix 1  Approval letter

Appendix 2 Letters for the request of contribution

Appendix 3 Consent forms

SNUP and Funding Criteria for ICT in schools

According to the MoE website,

  • The School Network Upgrade Project (SNUP) is in progress. This is a Government-leading project to subsidy and manage the internal cabling infrastructure in schools. This project supports The Ultra-Fast Broadband in Schools Programme which is also funded by the Government.
  • School can receive ICT funding from the MoE. In 2013, the amount of ICT funding was $5.500 per school + $36.75 per include GST.  (Source : Appendix 1: Operational funding rates for 2013 )
  • There is not specific funding available for IT training for teachers. However, the government provides an educational opportunity called Information and Communications Technology Professional Development (ICTPD).
  • There is not specific funding available for hiring an IT specialist even though schools are required to comply the ITC Standard provided by the Ministry of Education.


In Addition, ESOL funding is not included in the “Funding, Staffing and Allowances Handbook” issued by the MoE. This shows that ESOL management seems to be outside of the mainstream of school management.

Finally flowed…

I have been puzzled for the final structure of literature review. There are TOO many stuffs to put in and I am easily disrupted by interesting side stories (as Todd has already seen it).

This morning, all pieces of this puzzle finally fit into shape. It was not a big change, but necessary change. Here is the headings.

Literature Review

Second language Acquisition – What the ESOL student need to learn English for, and what the theory says?

  • Learning English is a part of global trend for non-English countries. This is not only for educational issue but also political and economic issues(Gladdel 2006).
  • L2 shares the cognitive skills with L1 in the context of bilingualism(Cummins,2005). The ESOL pedagogy is changing from “English-only method” to the effective use of L1(Martin, 2006). There is no bilingual features in ESOL pedagogies in New Zealand and it should be introduced(May,2002).

Pedagogy for Adolescent – What are the requirements for the teenage learners?

  • Being able to cope with abstract concept and formal operation(Piaget,1983. as cited by Hughes, 2010).
  • Changing the meaning of friendship and the desire for communication.
  • Re-evaluating of themselves and re-construction of identity (Hughes,2010).

They are digital natives, so technology-mediated communication is their favorite way(Need reference).

Digital age – What are the characteristics of learning in digital age?

  • Connection and communication are the keys for learning in digital age(Starkey, 2010)(Need more reference).

>> The use of technology has a potential to accelerate the learning of adolescents.

Effectiveness of Web Services in the Context of ESOL classrooms

Is it really effective? What an evidence?

  • There are many previous researches which supported the effectiveness of E-learning or Computer-Assisted-Language -Learning(CALL)(Kulik & Kulik, 1990; Kozma, 2003; )

ESOL students and Twenty-first Century skills – What sort of skillsets does the ESOL student need to develop?

As a language learner

  • English Language Learning Progression(ELLP)(Moe, n.d)

The required language skills will support the learning of other subjects and learning technology. The knowledge related to each subject area (or content) and deeper understanding developed one language will be transferred to another language.

As a secondary student

  • 21st Century learning reference group announced (19 June 2013)
  • “The current priorities for the school sector are to lift student achievement in literacy and numeracy, enable all young people to achieve worthwhile qualifications and ensure that Māori students achieve education success “as Māori”(Nusche, D.,Laveault, D., MacBeath, J., & Santiago, P. ,2012).”

Developing subject knowledge in one language will affect on the understanding level in another language.

As a technology user

  • New Zealand Curriculum Digital Technology Level 1, 2 and 3 (MoE,n.d)
  • Digital Technology has been introduced in the secondary school curriculum since 2011, but there is a criticism that the required level is too high(Wheeler, 2013).g

Being a good technology user is crucial in 21st century.

The requirement of these three areas support each other.

Which characteristics of web services can support the development of requires skillsets for ESOL students?

Review of existing websites – Which is useful?

How to choose the website?

  • Social Networks, Virtual Worlds, Creating Content-Writings, Creating Content-Images, Games(Brooks-Young, 2010)(Need one more reference)

Evaluation of educational website using “Bloom’s Revised Taxonomy”