DR. MARVIN W LIDAWAN

Non -native English speaker learners as beginning writers in technical writing need worthy language tasks that are carefully and simply designed to start enhancing their writing skills. These learners become independent on the variables representing facts that the teacher feeds them in the writing lessons where their language knowledge and skills are manipulated to be enhanced. To address this dilemma, a guided technique through a technical product description writing will be introduced to the contemporarylearners called, Component-guidedTechnique which aspiresthem to interconnect every part of the exposition employing current intermediate or advanced English levels in real life contexts through an authentic material yielded by recentlyemerging technology known as technical product specifications. A chosen technical specification will serve as a springboard to yield comprehension. This is a conceptualized simplified approach with series of questions that are provided in the writing ...

This article centers on the development of multimedia and technology that proliferates around 21st century English language learners creating a media—rich environment, but accessibility of these may not be similar on how other learners may benefit. This imparts how learners benefit indiscriminately through integrative Computer Assisted Language Learning (CALL) with pragmatic tasks from authentic materials incorporating digital taxonomy. As adapted methods, a rigid review of related studies and practical examples to underpin three conceptualized techniques. These were subjected for exemplification in the discussion: (a) producing varied independent outputs through different materials, (b) creating a single independent output through intertwined task from a single material, and (c) producing varied independent outputs from varied tasks through a single material. It is recommended that researches alluding to this paper must be conducted quantitatively to find out the correlation or sig...

Primarily, this features surveyed several countries’ educational institutions’ approaches in adopting instructive reforms attuned with their available Information and Communication Technology (ICT) resources. Furthermore, it highlights several researchers’ findings regarding these tools’ breakthroughs such as original multi-media tools and forms as additionally incorporated inputs. Likewise, this reveals studies that emphasize on these resources’ multiple significance towards general areas of disciplines represented specifically by English language education, Moreover, this elaborates simplified activities that educators can resourcefully frame or pattern when forms of these contemporary materials are integrated in English language teaching associating digital taxonomy with students’ real-life environmental involvement for the enhancement of order thinking skills. In conjunction with this concept, it is observed that ICTs tend to effectively propel viewing, listening, speaking, read...

The research centers on examining probable pedagogical implications of film elements as viable innovative writing catalysts over the whole film in terms of materials' authenticity, materials design, multimedia principles and conceivable tasks components reinforced by related-conducted researches. It is supposed that film elements' utilization fundamentally needs practical and sanctioned assessment. The study demonstrated interests to the subsequent enquiries: What are the pedagogical implications of films and their elements in language instructions? What are the film elements-inspired writing tasks? How are they administered in the classrooms? Do they conform to input authenticity, materials design and multimedia standards? Do these principles sustain the writing tasks? What are other research standards that support the writing tasks? What are the significant components of these writing activities and how do they support writing viabilities? It is perceived that when authent...

This research investigates the students' perspectives on using educational games in a language classroom in the conduct of Remedial Instruction among English students in the School of Education (SOE) during the first semester of AY 2018-2019 at Emilio Aguinaldo College. It summarizes games as useful tools in language classrooms. The investigation utilizes a small-scale research documentary analysis wherein former studies were compared, analyze and reflected on. To validate the qualitative questionnaire, a random interview was conducted to find out if games are relevant, suitable, and effective in grammar, vocabulary, speaking, and among other language skills. It resulted to students suggestions of some useful classroom games. The outcomes further show that educational games could be applied mostly in spelling, vocabulary, grammar, writing, and reading, listening and speaking. However, not all games are applicable to all types of college students. It is additionally perceived tha...

Film and technology tend to be potential tools in defining the point of departure between traditional and contemporary teaching styles. Surveyed responses of randomly selected teachers reveal common standpoints on film and technology-based materials (FTBMs)’s sustainability as catalysts in language skills integration. Their assimilated viewpoints further corroborate that FTBMs can sustain teachers’ innovation in situating learners to 21st century real-world-learning environment due to their proliferation, didactic features and accessibility. Furthermore, it is indicated that when teachers’ productively incorporate FTBMs in pedagogy, they can have more promising instructive functions than their entertainment value. Moreover, the study demonstrates some language-related tasks models, implications and frameworks underpropped by congruent theories and others’ investigations in presenting techniques through FTBMs. It is recommended that a quantitative inquiry of this teaching strategy ut...

The development of multimedia and technology proliferates around 21st century English language learners as it creates media–rich environment, but accessibility of these advances could be different from how other students of technologically equipped-schools conveniently learn. Many third world countries may not afford state-of-the art facilities depriving them of their needed exposures. To address this dilemma, the writers share how learners benefit indiscriminately through the application of Integrative Computer Assisted Language Learning (CALL). This inquiry sought answers to questions on facilitating students’ critical thinking skills incorporating digital taxonomy alongside authentic materials through Integrative CALL revolving around three conceptualized approaches. Results demonstrate that employment of simply designed language tasks from authentic materials assisted by computer knowledge alongside digital taxonomy tend practically useful. Pragmatic innovation through the three...

This inquiry engrossed its participants in proactive tasks fundamentally covering strengthening collaborative writing through the order thinking skills channeled to five main components: varied designed tasks, collaboration process, order thinking skills integration, significance of the process to the writing output and Knowledge, Language and Organization (KLO) framework. The said approach is perceived as highly feasible in augmenting collaborative writing by 27 English language teachers as respondents possessing varied nationalities, length of teaching experiences, teaching levels and educational attainment. They further support that interweaving the five constituents are categorically essential to the approach's reinforcement as revealed by the computed <em>mode </em>fortified by the <em>median</em> and construed by a Likert Scale alongside <em>percentages</em> of weighed nominal data from responses. The results explicate that combining var...

This paper highlights educators' innovativeness as digital participants and facilitators adapting themselves in current global educational changes as upshots of technological fusion that influences instructional variation for learners' real–world. It is perceived that teachers' flexibility to evolving trends in current instructions is crucial. It is fundamentally a structured expository concept on teachers and students' development reinforced by theories and researches' investigated outcomes toward the challenges of emerging pedagogic phenomena sustained by model project- tasks designed for innovative, collaborative and digital literacy participations. This inquisition attempts to respond to the succeeding inquiries: Why do educators innovate in the 21st century? Is professional development necessary to situate contemporary learning? What are the roles of technology and digital literacy for innovative and collaborative instructions? What are the features of digit...

This research investigates the students' perspectives on using educational games in a language classroom in the conduct of Remedial Instruction among English students in the School of Education (SOE) during the first semester of AY 2018-2019 at Emilio Aguinaldo College. It summarizes games as useful tools in language classrooms. The investigation utilizes a small-scale research documentary analysis wherein former studies were compared, analyze and reflected on. To validate the qualitative questionnaire, a random interview was conducted to find out if games are relevant, suitable, and effective in grammar, vocabulary, speaking, and among other language skills. It resulted to students suggestions of some useful classroom games. The outcomes further show that educational games could be applied mostly in spelling, vocabulary, grammar, writing, and reading, listening and speaking. However, not all games are applicable to all types of college students. It is additionally perceived that there could be numerous educational games that may increase collaboration and creativity among learners. They pointed out that they tend be beneficial or well-adjusted with the support of other available teaching methods. Generally, respondents show positive attitude towards using games in language classrooms. It is recommended that teachers should consider factors such as students' different learning styles with sensitivity, creativity and flexibility to sustain higher engagement.

Film and technology tend to be potential tools in defining the point of departure between traditional and contemporary teaching styles. Surveyed responses of randomly selected teachers reveal common standpoints on film and technology-based materials (FTBMs)'s sustainability as catalysts in language skills integration. Their assimilated viewpoints further corroborate that FTBMs can sustain teachers' innovation in situating learners to 21st century real-world-learning environment due to their proliferation, didactic features and accessibility. Furthermore, it is indicated that when teachers' productively incorporate FTBMs in pedagogy, they can have more promising instructive functions than their entertainment value. Moreover, the study demonstrates some language-related tasks models, implications and frameworks underpropped by congruent theories and others' investigations in presenting techniques through FTBMs. It is recommended that a quantitative inquiry of this teaching strategy utilizing these materials be administered to more specific sets of varied respondents to scientifically demonstrate the extent of teachers' practices and awareness sustained by advanced statistics to produce tangible principles that may facilitate effective language skills' integration. This investigation fundamentally used descriptive analysis where symmetrical data is explicated by the mean while the modal values construed collated nominal data in interpreting respondents' central tendencies. Percentages were employed in approaching other responses. Several formulated types of Likert Scales for analyses and descriptions played major roles in approximating used variables to engender responses about this edifying approach's fortification.

Abstract:
This inquiry engrossed its participants in proactive tasks fundamentally covering strengthening collaborative writing through the order thinking skills channeled to five main components: varied designed tasks, collaboration process, order thinking skills integration, significance of the process to the writing output and Knowledge, Language and Organization (KLO) framework. The said approach is perceived as highly feasible in augmenting collaborative writing by 27 English language teachers as respondents possessing varied nationalities, length of teaching experiences, teaching levels and educational attainment. They further support that interweaving the five constituents are categorically essential to the approach’s reinforcement as revealed by the computed mode fortified by the median and construed by a Likert Scale alongside percentages of weighed nominal data from responses. The results explicate that combining varied language tasks and facilitating collaborative procedures while integrating order skills under a KLO context tend to reinforce directive writing tasks in a collaborative viewpoint. It is suggested that a research relating to this method be administered to a greater population of students (learning factors) and teachers (design and instructions) to statistically measure effects, strengths and weaknesses to more profound perspectives for the establishment of a sturdy and promising blueprints for best practice in collaborative writing. This concept is inspired by the institution’s B1 and B1+ level employing the Common European Frame of Reference (CEFR) curriculum for Languages through Cambridge University Press’ textbooks on Reading and Writing (Unlock) where order thinking skills’ significance is advocated.

doi .5281/zenodo.2550897

Some contemporary innovative approaches that are substantial for students' enthusiastic engagement are guided writing tasks attuned to celluloid that exists in the YouTube. These endow the employment of springboards to discover learning concomitant with visuals and sound components specifically, the streaming YouTube's English country music videos. With the nature of these materials, technology and multimedia forms are crucial instruments in facilitating the performance of these writing projects. In here, these types of writing are perceived as rewriting thoughts for they have been basically constructed for public entertainment prior to their innovation as possible tools for listening -viewing and writing instructions. This recommendation could serve varied levels of language learners dependent on how teachers interplay the tasks with correspondingly prepared expected learning outcomes aligned with specific a language program.

"You cannot teach a man anything, you can only help him find it within himself." Galileo Galilei Mass media forms thrive today. As development show itself scientifically, students experience various media forms through technologies. These flourishing materials shouldn't be ignored; it is the role of ESL teachers to keep abreast with the present day coinciding language instructions to mass media forms as springboards of originally planned language tasks in attuning the interests of students that the real-world situation is constantly exposing them. There exist a one-to-one

"You cannot teach a man anything, you can only help him find it within himself." Galileo Galilei Mass media forms thrive today. As development show itself scientifically, students experience various media forms through technologies. These flourishing materials shouldn't be ignored; it is the role of ESL teachers to keep abreast with the present day coinciding language instructions to mass media forms as springboards of originally planned language tasks in attuning the interests of students that the real-world situation is constantly exposing them. There exist a one-to-one correspondence between technology and the mass media. As technology rises, mass media develops several forms that can be activated as operative materials in intellectually influencing interested individuals. To be able to discover these materials' educational potentials, teachers need to discover the essence of media literacy by evaluating their viability, themselves. Environmental changes influence learners prompting creative teacher's initiative to employ innovation in constructing activities that cater to students' interests for the promotion of interactive classrooms. The creation of collaborative instructional setting replaces learners' tediousness and welcomes newly designed ideas that ensure knowledge absorption. This concept is not to absolutely replace mandated textbooks but expressing creativeness out of media forms may serve as tools to expand learning horizons of learners. Classrooms assist foundation learning not to mention that these aren't the only outright sources of learners' intelligence. With the breakthrough of technology currently, learners find the media in their homes. It is an educator's accountability to guide them that these aren't only meant for entertainment but could be extensions of learning while being amused. Thus, with the use of these media forms, English teachers may teach nonnative speakers through mass media as facilitators through any approach that they can hypothesize. However, such ingenious construction of instructional materials must be in conjunction with the curricula implemented by educational organizations where they are affiliated with. But using these materials need teachers' readiness to aptly prepare. It is timely and pertinent that teachers' readiness establish acceptable levels in order to maneuver learners didactically. In here, the writer uses practical ways for teachers' to reflect on their awareness regarding mass media literacy through evaluating present or prior exposures demonstrated to mass media forms

"True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own." • Nikos Kazantzakis As a recurring experience for several years in language education, effective writing instruction to English as a Second Language (ESL) learners could be probably attained through the constant incorporation of knowledge, language and organization (KLO) where information is obtained through guided reading reinforced by understanding vocabularies and grammar points for the them to be able to assimilate and convey authentic ideas. To ensure the acquisition of this written proficiency, it is advised that teachers should have systematized methods of instructions instead of directly and confidently tasking the students to write without preliminary instructive-conditioning measures. This proposed strategy attempts to organize and immerse students to garner enough knowledge on what to write, familiarize the target language to be manipulated while being led to practically systematized organizations of writing. Introductory procedures To allow a clear interplay of the three cited elements, a prioritized reading passage must be prepared. It is recommended that an authentic material which interweaves these components prior to writing must be processed. In here, advanced writing students will be engaged in any fitting springboard as sensibly procured. To elucidate this suggested concept, general and specific procedures with corresponding rudiments are hereby highlighted. Procedure (1) one fundamentally involves the preparation of a right reading passage. The teacher searches for a reading material that suits the level of the learners, checks on the possibility of integrating expressions that are to be activated, simplifies or customizes embedded thoughts for

There are several worldwide instructive approaches introduced by expert language proponents for language teaching. Presentation- Practice -Production (PPP) is one among the widely-used methods for grammar instructions. It is a traditional approach but its employment shouldn't be taken for granted; careful planning is needed for its expediency. Its rudiments direct teachers to enable learning by stimulating learners' ascending thinking levels through lessons' well- defined objectives while they are entrenched in its three stages.

Teaching is pointless without the presence of significant learning objectives. In every instruction, there should be specific purposes that lead to learning outputs. Teachers' awareness of these objectives is an obligatory requirement in every form of pedagogical practice that they perform by connecting their mandated origins from every curriculum's stipulated vision, mission, goals and objectives. The absence of knowledge regarding intended outcomes among educators has no place in a world of real teaching; everyone can deliver before learners, but it is imprudence and a masquerade act when learners are lead nowhere. Teaching therefore should have worthwhile directions and the only possible means to spawn and stimulate knowledge among them is to equip learning procedures with objectives as the main component. Learning objectives come in varied names such as intended learning outcomes, desired learning outcomes, behavioral objectives and desired learning competencies and more. They contain three domains which are cognitive, affective and psycho-motor depending on the type of competencies being measured through the lessons. Learners' cognitive domain is centered on knowledge acquisition while the affective domain focuses on attitude formation. Additionally, psycho-motor is more concern towards the development of learners' skills brought about by their acquired awareness. The development of learners' cognitive domain that is emphasized herein relies on order thinking skills that synchronize to level objectives as planned by the teacher to indicate the degree of students' learning performances at the end of a knowledge being taught.

Teaching is a strategic act of engagement.-James Bellanca.

Log line is typically a one-sentence synopsis of a motion picture or book that stresses the main conflicts among characters in the films' scripts. Log lines can possibly serve to stimulate readers' interests regarding the films. Log line is one unseen component of films that can be incorporated to worth digesting pedagogical activities from innovative teachers. As perceived by the writer, log lines can be employed specifically in integrating language skills such as vocabulary, grammar, reading, writing and speaking. In the case of log lines that bear posters with images, teachers may further incorporate the role of the viewing skills. This approach is explicated by the employment of a log line with illustrated examples designed to suit target learners. They will be introduced and managed in the following sequential components: the title, genre, original log line's text and motivation by background information to stimulate learners' interest before they activate the perceived possible tasks on vocabulary, grammar, reading, writing and speaking. Vocabulary covers terminology comprehension; grammar activity focuses on evident grammar rudiments that are perceived from the passage while reading activities will ponder on the three dimensions of comprehensions. For writing, rewriting the log line through a brief sentence or rephrasing with the utilization of their own words, and conceptualizing probable titles and paragraph composition will be the concentration. The speaking elements highlight oral interpretation by personalized understanding of the log line, judging the title, citing its film genre, naming conflicts to be supported by the context of the log line, and framing possible appropriate title that blends with the g log line as an instructional springboard.

Example isn't another way to teach, it is the only way to teach.-Albert Einstein Poetry writing has no formula to follow. However, to be able to form a thought-provoking one, the writer should be guided with some practically designed steps to be able to organize its details. Here are some writing points that contain the following components such as creating a theme, deciding the number of stanzas and lines to be developed in the poem, brainstorming of words that represent details of ideas by stanzas which embody imageries, symbolisms, allusions and other types of figures of speech such as personifications, similes, metaphors among others; establishing a tone and assembling the brainstormed terms by classifying or assigning thoughts in every stanza, decorating initially made lines with other vocabularies and modifiers, connecting ideas with the aid of additional words that may contribute to dominant revelation of the theme, placing the proper punctuation, editing for coherence and formulating a suited title after reading the content of the whole composition. All of these measures comprise the construction of a whole literary output which shall be elucidated systematically with given examples from a poem authored by the writer, himself.

1 Nothing ever becomes real till it is experienced.-John Keats Writing instruction can occur prolifically when a reading passage is used as a catalyst. Before students in a writing class can start assimilating ideas for an organized written form, reading renders a significant role. At this stage, the learners additionally are expected to accumulate language understanding including vocabularies which are to be employed when they are task to assimilate garnered knowledge. The process of acquiring both language and information through designed activities may take place before reading, during reading or after reading centering to the chosen passage. Within these varied activities, comprehension questions are formulated to synthesize understanding of the text. This model concentrates on the formulation of reading comprehension questions such as literal, interpretative and evaluative which are going to aid students' writing inputs out of an identified text. The questions formulated under these three types of understanding will be used as guides in rewriting paragraphs which are named as summarizing original ideas, interpretative writing, and passage evaluation writing. The literal comprehension questions generate answers that are evidently expressed in the passage which likewise test the capability of the students to understand major vocabularies that are used in a given passage. This type of questions can similarly test the students on how to dissect the main idea, cite, classify, list, or point out factual information; sequence how details occur in the passage, describe similarities and differences, and outline ideas, among other skills. Moreover, interpretative comprehension questions produce answers as results of thorough reading and scrutinizing facts to establish the associations of implicit details. This type of questions will enable the students some skills such as to figure out abstract ideas represented by

"Above all we have to go beyond words and images and concepts. No imaginative vision or conceptual framework is adequate to the great reality"-Bede Griffiths Making a difference in search for unique classroom materials to be able to maneuver students' language engagement is a highly appreciated pedagogic move. This is an upshot of teachers' creativity through eyeing appropriate resources of incomparable features that elicit thought-provoking instructions to enrich learners' linguistic level for operative macro skills. It is a fact that speaking, listening, reading and writing require increasing grammar knowledge to communicatively serve. At this juncture, the main concern of this idea is to manipulate popular titles in a way that grammar are stimulated while the lesson's theme is created through students' constructed responses linked to titles contexts. In the real world, these may emerge from literary, fiction and non-fiction of varied genre and forms such as novels,, among others where they serve as arts' driving power, to motivate audience's or readers' discoveries. They are the promises of any composition that are expressed literally or figuratively nevertheless lead to the establishment of common thoughts. In addition, it is recommended that teachers give backgrounds of the titles when considering these inputs. Background knowledge as operationally used in this model refers to the process of introducing what is behind a specific work which means that provision of surrounding information regarding a particular work triggers contextual comprehension and accentuates thematic responses absorbed between the lines by learners dependent upon the degree on how a language teacher activates them for possible grammatically rewarding outputs. It is also recommended that the derivation of themes should emanate from the students' inferential skills activated by teachers' motivation. The worth-designing tasks Language teachers can possibly perform these tasks in accordance to institutional curriculum mandates by relating them to their organizations' academic practices stipulated under English

Primarily, this features surveyed several countries' educational institutions' approaches in adopting instructive reforms attuned with their available Information and Communication Technology (ICT) resources. Furthermore, it highlights several researchers' findings regarding these tools' breakthroughs such as original multi-media tools and forms as additionally incorporated inputs. Likewise, this reveals studies that emphasize on these resources' multiple significance towards general areas of disciplines represented specifically by English language education, Moreover, this elaborates simplified activities that educators can resourcefully frame or pattern when forms of these contemporary materials are integrated in English language teaching associating digital taxonomy with students' real-life environmental involvement for the enhancement of order thinking skills. In conjunction with this concept, it is observed that ICTs tend to effectively propel viewing, listening, speaking, reading and writing skills in which appropriate language elements are functionally manipulated. Finally as an overall context, this paper highlights curricular changes through their proliferation to reflect how course developers' innovative concepts refurbish further guidelines or standards adhering to the fact that they tend to be valuable facilitators of global education.

2 1 1 1 All organizations strive for stability to accomplish recognition. To achieve immovability, they need accreditation by authorized bodies that release institutional sanctions based from standardized criteria and procedures. In order that educational organization will be qualified for recognition, its quality assurance should stipulate the important tenets in its operational plans. According to Church (1988), quality assurance is about ensuring that there should be instruments, actions and procedures available to guarantee the achievement of distinctive level of superiority, which alludes to UNESCO's academic definition as "the systematic review of educational programs to ensure that acceptable standards of education, scholarship and infrastructure are maintained." Quality Assurance systems connect to the mandates and other related policies released in any country. It is highly needed for academic, social and economic development. A country's development plan acts as legal basis of implementing quality assurance in an educational institution since it contains mandates and policies by orders or decrees which are directed to all state's agencies. It acts as a mother plan for quality assurance-accreditation bodies that implement and monitor. Usually, in the absence of a created quality assurance group for endorsement, the Higher Education becomes the channel of implementation which connects to private or public institutions, through releasing guidelines. Every institution plans its own quality assurance system with the employment of development plan. The legal bases of Quality assurance vary from one country to another. Despite difference of legal bases, general operational plan of colleges and universities commonly exists that can further branch out for all departments to pattern depending on the organization's structures or sizes. To formulate an operational plan, there must be constitution and by-laws, college manuals, quality assurance accrediting council guidelines and the institution's development plans that stipulates or implies the tenets of accreditations that are to be achieved. All these three elements'

Jun 02, 2016 • By DR. MARVIN WACNAG LIDAWAN • 0 Comments • 27 Views Performance Evaluation is crucial in an organization because it supports and chronicles the employees' achievement for further refurbishment of skills that are contributory to the institution. Performance evaluation system anchors to quality assurance standards of an organization. Likewise, in the case of a university as an educational institution, it has to conform to a general operational plan with the tenets prescribed by quality assurance. The following tenets such as curriculum, instructions, methods that includes faculty requirements, educational facilities, technical and academic assistance to students, institutional researches, publications, management or supervision and community relations are highly significant in a university's operational plan. These principles are emphasized under its vision, mission, goals and objectives that are further highlighted in the operational plans of all its departments. Performance assessment connections emanate under the main goals that suffice governance of instructions. Performance assessment comes in different terminologies depending upon groups' discretions. Some organizations refer this to a performance appraisal system, performance rating, performance planning and evaluation, performance review and assessment and professional development review among other related words that are suited to convey purposes. To be able to specifically explain the relationship of this to the operational plan, we establish uniformity by calling this as Performance Planning Review and Evaluation (PPRE) using university faculty as its subjects. Its main purpose is to quantitatively and qualitatively asses the performance of teachers in the whole educational institution which usually takes place after an academic year. Assessments determine the weaknesses and the strengths of an institution's workforce. High

"There is then creative reading as well as creative writing. When the mind is braced by labor and invention, the page of whatever book we read becomes luminous with manifold allusion. Every sentence is doubly significant, and the sense of our author is as broad as the world."
Ralph Waldo Emerson
Literary criticisms combine reading and writing procedures where literary works of varied genre are subjected for evaluation, analysis, descriptions, and interpretations. These literary pieces may be a poem, an essay, a novel a short story, among others. Ogenlewe (2006) also adds that doing literary criticisms are scholarly exercises which weigh and consider the qualities or drawbacks of a certain work.

"I believe in a visual language that should be as strong as the written word." David LaChapelle Writing skill is a productive student's ability under the macro skills including listening, reading, and speaking. One creative way to hone one's ability of this written form of communication is the employment of a conceptualized contemporary guided writing approach applicable to either non-native or native speakers. In this strategy, the exploration of worthy film passages where comprehension of ideas and manipulation of appropriate grammar structures and writing mechanics through images and sequence of actions are methodologically processed. Films today come in many forms due to the onset of technological inventions. As a result, Ideas embedded in films are numerous that rigorous scrutiny of this information entails intensive teachers' broad understanding in order to choose and provide worthy details for learners' active engagement. Among these, the silent films produced by independent movie outfits that thrive in the Website nowadays can be promising springboards which are dominantly assisted by viewing skills since the learners have to rely on images and sequences of actions. To be able to offer these instructively operative, there are five imperative guidelines that teachers have to consider in the process. These include selection of a proper authentic material which can be abetted by technological tools, reflection of the micro skills that can be attained aligned to the intended outcomes, formulation of comprehension questions for background knowledge's p rewriting task, accomplishment of the final writing task using the films' images and sequence of actions, and prior relay of elucidated instructions to facilitate time-frame and to prepare the students' writing commitment. Writing Guide No.1

Reinforcement is being right.
B. F. Skinner

Traditional language teaching methods are slowly evolving in order to blend with current learners' environment. As consequences, curricula are being altered and are customized to be attuned to the breakthroughs of technology. Combining media forms as springboards with the aid of multi-media tools yield the possibilities of technological instructions' facilitation on practically designed activities.

Teachers today need to be classroom innovators by not necessarily demanding complicated sets of technological tools from educational institutions they serve, but with the presence of basic technologies, mentors situate learning setting the most practical ways they can.

One of the simple ways to perform this is through the use of a film clip from the cyberspace's YouTube which directs manipulation of Bloom's Taxonomy of learning revised as Bloom's Digital Taxonomy by Churches (2007). Integrating this in English language teaching aims to strengthen the learners' order thinking skills which starts from remembering, understanding, applying, analyzing, evaluating and creating acquired concepts or knowledge. While these are being employed, technical activities are simultaneously applied.

2 1 1 2 "The essence of strategy is that you must set limits on what you're trying to accomplish." Michael Porter A popular means of integrating instructions is the engagement of themes and content-based instructions. The overlying objective of this instruction is to promote students' academic awareness and skills while they prepare and learn the intended language targets employed in the activities. Teachers dealing with second language learners must be specific in the conduct of these three lesson-planning components to attain output/s within a given time frame. The first is vocabulary contents which needs systematic activities for easy comprehension since second language learners often lack the basic and specialized vocabulary used in the academic passages. The second is prioritizing materials for the teacher to decide the key concept that should receive most attention since it is not always possible to cover all the materials within a particular time given for the conduct of lessons. It is also suggested that teachers integrate language focus at this stage. The third is the provision of schema-building activities. Any schema is represented by graphic organizers to establish relationships of assumed knowledge or ideas. Concept mapping, word clustering, fact and opinion, flow chart, column chart, inverted pyramid, ladder, sequence chart, spider map, spider gram, tree diagram and Venn diagram among many other forms of structuring ideas appropriate to lessons conducted are considered graphic organizers. Creative manipulation of these organizers facilitates students' language and content comprehension which are conveyed in writing or in speaking. Varied techniques should be employed to help students develop a frame of reference for difficult content materials. Review of previously covered materials which are relating ideas to students' own experiences and using brainstorming or semantic mapping activities guide students to see relationships in order to form ideas about new materials. Vocabulary studies, prioritizing materials and schema building for content based language teaching limit the extent of

"There's a way to do it better-find it." Thomas Edison One innovation in English language and literature teaching is a purposeful utilization of song lyrics as springboards to form beginners' narrative expositions. Country music written in English are rich with language structures and literary devices with stories that can be subjectively interpreted by students base from the their morphological and syntactical structures to create simple narratives. This suggested type of writing is composed of two components which are the Pre-writing and writing proper activities. The pre-writing activities direct both parties through procedures combining teacher and students' roles where viewing, reading and listening skills interplay in the elaboration of elements relevant to the writing activity as an output. The Writing proper activity instructs students in performing composition guided by questions in order to convey the learned knowledge from the pre-writing activities. Accomplishment of these activities promotes effective instructions in language and literature writing lessons. Unconsciously, while these are done in the classroom, students are exposed to the contemporary style of teaching through technologies manipulated by their classroom teacher. A. Pre-writing activities 1. Choose an ideal country music text with a video of it for the students to engage with. Choosing an ideal one means the texts should be within the levels of learners' comprehensions. In this case, intermediate and advanced learners are to be catered. Selection of a specific material should apply cultural sensitivity for the students' desirable involvement. The material chosen as an input should strictly conform to the selection of authentic material for outcome-based instructions. 2. The teacher prepares related technologies in presenting his lesson. The presence of a projector, a computer and speakers is essential. 3. The teacher plans behavioral objectives which are to be achieved at the end of the lesson. Thus, the learning should focus on the achievement of cognitive, affective and psycho-motor

Jun 03, 2016 • By DR. MARVIN WACNAG LIDAWAN • 0 Comments • 45 Views Assessment for learning or formative assessment's practices in the English Language classrooms are pointless without the application of intertwined level objectives and order thinking skills that reciprocate each other in the teaching and learning process. In order to ensure learning through assessment exercises, both order thinking skills and level objectives should be prioritized through their integration in the activities. It is crucial to integrate both since formative assessment should be outcome-based not to mention that with the incorporation of macro skills, grammar exercises will yield interactive and collaborative tasks. Systematic Performances of activities especially to foundation English learners evaluate and increase the latter's cognitive levels. Assessment in the classroom has to be anchored with the cognitive domain since objectives are always linked with the thinking skills of the students. Bloom's Revised Taxonomy by Anderson, L. (2001) is an essential theoretical guide to employ thinking skills that are arranged to indicate learning progressions through corresponding objectives. To emphasize, the principles embedded in the said taxonomy will be methodically applied. To elucidate this practiced concept in a lesson, we employ the basic sentence patterns as models in anchoring both objectives and order thinking skills. Execution of these activities needs sequencing from easy, moderate and difficult in order to cater to learners' individual levels of

3 1 1 1 Churches (2007)'s intellectual and timely revision of Bloom's Digital Taxonomy is a consequence of evolving varied areas of instructions dictated by fast changing times. This contemporary taxonomy pursues to elevate the order thinking skills that every learner should acquire. With the proliferation of emerging technology and media intervening with pedagogy, changes are yielded paving educators' innovative perceptions to flourish. These variations enabled the alliance of media and technological tools in pedagogy to form common goals for the viability of knowledge absorption. Because of these two factors' inseparable interconnections, technological fruition is media proliferation; both are adopted as teaching tool-kits. As a favorable result, traditional learning is systematically being replaced by 21st century methods and strategies in formal and non-formal classrooms as a manifestation of advocacy among educators worldwide. Benjamin S. Bloom's (1956) Taxonomy of Cognitive Domain which classifies the order of thinking skills from lower order thinking skills (LOTS) to higher order thinking skills (HOTS) has been earlier refurbished to situate the current learning environment of learners. Formerly, its order was knowledge, comprehension, application, analysis, synthesis and evaluation. In the 1990's Wittrock conducted a study on its sustainability and came up with some alterations of the original hierarchy of thinking skills. The proponents' groundbreaking and transitional moves were later published in 2001 thereby exposing the taxonomy of cognitive domain to comprise series of verbs instead of the former nouns that were initially utilized. Words such as remembering, understanding, applying, analyzing, evaluating and creating replaced the terminologies of the order thinking skills. Moreover, the new taxonomy has evaluating replacing synthesis from the old taxonomy with the addition of creating as the highest order thinking skills. While, the 21st century emerges with technological modifications alongside with the disclosure of mass media forms, Churches further reviewed the Revised Bloom's Taxonomy and created subcategories of digital skills delineating Digital Taxonomy in order to synchronized the

Foundations of good reading among children are the same regardless of their gender, background or special learning needs.In other words, all children use the same processes in learning to read. Some children may be slow readers while others may be fast absorbers but all of them can ultimately master the same basic skills for fluency and comprehension. The three main interrelated goals for reading are: fluency, comprehension and motivation. Fluency is one's ability to identify words accurately and read text fluently with good expressions. It is achieved through reading made-easy books about familiar subjects. Children are enhanced in phrasing gaining more meanings through the texts they read. Comprehension is to understand, reflect on and learn from text. This includes: prior knowledge, experiences, language skills and higher-level thinking. The third is motivation to read which is tantamount to oil which lubricates the engine to move. Motivational factor is crucial to start with the process. Books, poems, pictures, charts and other resources could be ideal that catch the interests of early readers. Intensive research about early reading in Ontario Canada (2003) showed that reading concepts are the knowledge and skills that children should be equipped with in order to read with fluency and comprehension: oral language, prior knowledge and experience, concepts about the print,phonemic awareness, letter-sound relationship, vocabulary for reading, semantics, syntax and pragmatics; metacognition and comprehension strategies and higher-order thinking skills. These factors are not dependent from each other but rather support and build on each aspect for successful implementation. Oral language could be elucidated through experience; children accumulate vocabularies, semantic knowledge which is the awareness of the structure and syntactic knowledge. It has been proven that children who are proficient in oral knowledge have solid beginning for reading. On the other hand, prior knowledge and experience illustrates variety of experiences that will allow the children to admire concepts found from the texts. The anticipation of contents leads to easier decoding of the texts and deeper understanding of its meanings. It is the world of understanding that children bring to school.Researches on the early stages of learning indicate that children begin to make sense of their environment at a very early

This focuses on the linkages of innovations to Communicative Language Teaching (CLT) where task design components and rudiments in formulating task-based learning activities are utilized. Assessment of authentic materials for students' classroom learning involvement is applied in the selection of appropriate inputs. The lyrics and video images were preferred as interconnected springboards for this conceptualized instructional design with the interactive aid of the viewing skills to interplay with the macro skills. It aspires to generate the immersion of learners' interests in the real world environment. The lyrics are blue prints equivalent to the images where learners can both use to wholly comprehend the given tasks. Communicative tasks, authentic materials, tasks-based teaching and the salient features of images and lyrics with the integration of a music video images' rudiments support the achievement of this paper's instructional objectives. This also points out how task components are manipulated out of these interconnected materials to form a worth-engrossing real –world learning environment. It is perceived that with the use of audio – visual materials, viewing skills could be activated as the beginning stimulus for communicative language teaching and learning to achieve desired learning upshots.

The breakthroughs of the media nowadays create prolific outputs which are possibly utilized as springboards for learning in all academic disciplines which include the English language learning especially in non-native-speaking countries. In this regard, the media awareness of educators in the academe should be triggered to link their instructions with the emerging media forms which could effectively intervene in classroom knowledge depending on how resourceful their mentors are. The media forms brought about by technological fruitions revolutionize classroom teaching whether these are print or broadcast media. Language acquisition through teaching language skills (reading, listening, speaking, writing and even the viewing skills) could be promising if these forms emanating from the media are creatively employed regularly in the teaching-learning interactions. This paper seeks to promote media awareness where media literacy is attained by educators as effective vehicles in the construction of instructional materials for the development of language teaching and learning through the wise selection of these media components as inputs to interplay in the pedagogical process.

Abstract
  The advent of multiple ELT approaches is overlapping in the field of language learning and teaching. The need to identify or integrate what method to use is crucially needed. This paper interplays the Engage-Study-Approach which follows the rudiments of Communicative Language Teaching (CLT) through conceptualized lessons in an edited film that produces further tools like narration, posters and scripts as  inputs to achieve teaching goals integrating the elements of tasks designs for communicative language teaching which elucidates how authentic materials are helpful in choosing a springboard in the teaching process and how  the macro skills are integrated including the central role of viewing skills. The primary concern of this paper is the employment of ESA in language teaching of which grammar expressions are used in the real world communications with the intervention of motivation’s significance. Through the straight arrow approach, it is hoped that the activities constructed will yield worthwhile learning opportunities.

Poems in celluloid are perceived as possible instructional materials for language skills integration among 21st century learners for they embed criteria stated by Richards (2001) who claimed that authentic materials provide favorable results on learners' motivation, offer authentic cultural information, expose learners to the language. At these contexts, we can say that contemporary materials and creative styles of instructions suit learners' timely interests.

To establish proximity with this instructive concept to poetry in celluloid's entirety, some digital, linguistic and literary features have been observed. The most important features of celluloid poetry in skills integration while learning grammar could be its digital and linguistic aspects.

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This paper fundamentally centers on the practical approach to written outputs intended to be produced by higher education institutions' advanced English language and literary learners through a teacher's chosen authentic material after a systematic performance of previewing and viewing tasks on a music video to yield post-viewing production-worthy instructions. In here, the principles of multimedia and special contiguity are applied out of the seven (7) principles which Mayer (2001) framed under the Cognitive Theory of Multi-Media Learning along with a mass media-related material as a springboard. The involvement of other correlated theories of learning is also manifested in this paper. These writing activities endeavor to demonstrate possible and effective classroom applications of an authentic material obtained from mass media with the writer's belief that embedded elements and structures interplay in the reading, listening, viewing skills and speaking to produce varied written outputs. This paper also delivers the central idea that out of original media for entertainment purposes, exist distinctive features that are capable as catalysts for language and literary learning alongside with the efficacious manipulation of their textual, audio and visual components. Specifically, this paper presents how teachers instructionally manipulate a music video to serve as a motivationally worth-digesting springboard to exemplify real-world materials from learners' environment that are significant for their language writing skills' refurbishment interlacing other macro skills not to mention the literary awareness acquired. Furthermore, this paper is inscribed