FAQ >> Pedagogical
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ET-English features a range of powerful learning gadgets that take full advantage of the infinite possibilities provided by the Internet. Learners are exposed to different types of accents through illustrated audio passages read by native English-speaking voice talents. The Diagnostic Report system tremendously facilitates the efficiency and effectiveness of 'Assessment for Learning'. The Scoreboard displays learners' achievements and encourages positive competition, which stimulates them to strive for more. The Intervention system ensures learners receive immediate remedial assistance and are offered the most suitable materials in order to cater to individual differences. The Forum and Publishing Room provide ground to form a community in which learners interact with each other, creating a harmonious learning atmosphere. All these are very challenging, if not impossible, to realise without the use of Internet technology.
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The content, including tutorials, reading materials, exercises, etc, offered by ET-English serves a supplementary role to the core parts of your curriculum. In other words, you are advised to incorporate ET-English into your teaching practice where you find most suitable for your students. ET-English also stimulates autonomy in learning, which effectively prepares your students for the topics covered in everyday classroom teaching. The Diagnostic Report system provides a bird's-eye view of learners' progress, performance, weaknesses and strengths with multi-layered data analysis. This helps save invaluable time and effort on administration, which can be spent on other useful pedagogic aspects. In short, ET-English is your teaching companion synchronised with your normal practice in terms of planning, scope and goals, reinforcing, not replacing, traditional classroom teaching.
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The ET-English Intervention system monitors each student's performance individually. The level of difficulty of the student's exercises is determined by his/her performance in the previous ones. Such level of difficulty is adjusted based on 'Text Difficulty' and 'Question Difficulty'. The better a student's performance is, the more difficult the texts and questions are, and vice versa. Therefore, gifted and less competent students are both offered texts and exercises most commensurate with their abilities.
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It is advisable to make use of a multimedia learning centre in your school to first give your students an introduction on the key features and programmes of ET-English. You may also invite a bright student to demonstrate using the system with you in front of the class, and encourage other students to raise queries about things they find confusing on the system. Then you can divide them into groups to go through one or two activities together. Your role is twofold: facilitator and support. You can ask all the groups to work on the same cycle as a small contest, and later share with other groups about how they felt about the activities and the difficulties they encountered. During this activity, you can also go around, take questions and provide more guidance for groups in need. After this introductory session, you may assign another cycle to your students to complete at home individually. This process can effectively help reduce students' anxiety facing a new online learning system, and at the same time boost their confidence in learning autonomously.
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After logging in the class account, you can have unlimited access to the materials and activities in Resource Bank.
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It depends on the overall performance of your students as reflected in the Diagnostic Report system, which can identify at-risk students. You may opt to complete future activities with them if necessary. All in all, the programme acts as a supplement to normal schoolwork. This should be carried out provided that normal teaching progress is not hindered.
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In a traditional classroom, learners are forced to follow the schedule set by the teacher. This often results in some learners falling behind. In contrast, the default study schedule of ET-English is a recommended one. Learners can work at their own pace without worrying about the overall progress of the class. This encourages learners to keep track of their own learning progress and use good time management when juggling normal schoolwork and out-of-classroom learning. Without the supervision of a teacher, learners can also perform self-assessment by referring to their Achievement records. Using the Diagnostic Report system, they can keep track of their progress, evaluate their strengths and weaknesses, reinforce their learning strategies, and build up their English learning confidence.
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The materials written by the ET-English Team in the programmes are all based on a range of reliable linguistic and pedagogic resources. They are produced after a long period of meticulous preparation. We first conduct extensive research on a topic, and compile useful information found from references. We then discuss the presentational and pedagogic aspects of each study cycle with experienced native language teaching experts. Upon arriving at a conclusion we write and edit the learning materials, and finally test the logic of the mechanics to check if any necessary changes should be made.
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Yes. Click on the underlined names of students in the reports to access their individual reports.
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The 'Answers' section shows how easy the questions are for your students in a certain activity. It also shows the tendency of choices made by your students. You may use this data to, for example, analyse how question distracters affect choices and understand the types of questions your students are weaker at.
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In Objective Analysis Report, the Summary section shows the target question score percentage attained by each student. Students who failed to master the objective (scoring under 65%) are considered at-risk. Their scores are set in a red background for easy identification. The ‘Analysis’ section shows the class/form correct percentages of the questions related to the subskills in a cycle. High percentages imply that students are good at the corresponding subskills overall, whereas low percentages signal a need for additional attention.
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