by Yee Li Lian

INTRODUCTION

Two distinctive features of the proposed OROB program are reading online instead of holding the texts and incorporation of blogging into the reading program instead of the usual reading logs, book reports or book projects used by most extensive reading programs.

Blogging is a phenomenon nowadays; most people either have their own blogs or at least have read someone’s blog. Besides, blogging has become very user-friendly these days; web sites are provided and the gadgets available are easy to use, and most of important of all, they are free of charge. Students can use their creativity to decorate their “houses” and friends are invited to visit them. Blogging is a tool of expression, communication and even business.

Owing to its academic value, this web learning tool is selected to replace conventional reading logs and book reports because of the following advantages:

(i) Students are provided with collaborative and interactive learning environments.

(ii) They can develop visual communication via multi-modes (combine texts with multimedia such as audio, animation, graphics, video and images) to give meaning to the text.

(iii) Blogs can serve the functions of students’ web portfolios that “demonstrate their learning progress for learners, teachers and parents”.

Target Audience

This OROB program is meant for lower secondary school students aged 13 to 15 who are studying in urban schools. Firstly, it is because students in this category are more familiar with the Internet, especially online social networks, such as Facebook, Twitter and Blogspot. Besides, since it is an online reading and blogging program, the main requirement in terms of school facilities is that there must be at least one computer laboratory with good Internet connection. Most urban schools are more well-equipped than rural schools in this aspect.

It is targeted for students who are reluctant readers of average proficiency level. They must be at least able to read and understand simple texts and respond to them. Basically most students in secondary schools have this ability.

DESCRIPTION

Objectives

The three main objectives of the OROB program are:

i)                   exposing students to reading online,

ii)                  providing an interactive channel for them to exchange feedback via blogging, and

iii)                 instilling the reading habit among them. One English period (40 minutes a week) will be allocated for it

The reading materials used in the OROB program are found on the Children’s Literature Development (ChiLD) Project website, all the reading material from Level l to 6 in the “Read Stories Online” section will be used, primarily Level 6 (meant for readers aged 12 to 15). The online dictionary in the website can also be used if students feel the need to look up for meanings.  

Preparation

1. Teachers

“The teacher is a role model of a reader” (Day & Bramford, 2002). The success of a reading program depends on this driving force behind it. Briefings on program implementation and ICT skills training are vital. It is compulsory for teachers to have their own reading blogs before introducing the program to students. Teachers should have read and published at least five entries (from different levels if possible, to show students they can still learn something from any level). They have to be good role models, thus, from time to time, teachers also need to read and blog on their own reading. They must embrace the conviction that an extensive reading program is as crucial as an intensive reading program because they will have to allocate one English period a week for the program.

2. Schools

As stated above, most urban schools have computer laboratories, and the success of the program is also subject to the availability and maintenance of computer facilities. A school needs to have a technician to be in charge of the computer laboratories and ensure the server runs smoothly. The technical staff will have to block other access except the ChiLD website and blogger websites on the Internet. The technician’s working hours will be like that of other non-teaching staff, so that students without Internet access at home can stay back after school to do their reading and blogging. Schools with morning and afternoon sessions may need additional staff so that they can go on shifts.

3. Students

Students will also be briefed on the benefits of the OROB program and the interactive part of blogging should be highlighted. Students by nature like socializing; if they know there is real audience reading the blogs and sharing comments, they will be encouraged to read so that they can contribute and take active part in the feedback session. During the demonstration, the teacher’s own blog is an effective tool in reflecting the fun and pleasure of reading. Each student needs an exercise book for this program. Before starting to read online, students will need to first create their own blogs at https://www.blogger.com/start. Teachers will have to compile a list of students’ Uniform Resource Locator (URL) of the websites.

Implementation

1. Selection of Reading Material

To motivate students to read, especially for the reluctant readers, the reading material should be easy and within their reading comfort zone. All the online reading material on the ChiLD website is graded according to 6 different levels. Students have the liberty to choose any texts which they are comfortable with, they are most encouraged to read within their level (i.e., Level 6) but if they find the existing texts challenging, they can select texts from other levels. The freedom to choose reading material and stop reading “may be a crucial step in experiencing foreign language reading as something personal.”

2. Individual and Silent Reading

After selecting their texts, students will have to jot down the basic information about the texts such as the dates they start and finish reading, title, author, publisher, year and the level, in their exercise books. Then, they will start reading at their own pace silently. From time to time, teachers will have to walk around to facilitate and guide students should they need help.

3. Noting Down Thoughts

While reading, students will write down characters, plots, ending, insights, interesting lines or words that strike their minds or that they wish to share with their friends. It is compulsory for students to jot them down in an exercise book systematically as they will have to rely on the notes when they want to blog and give feedback to their friends.

They are allowed to use the online dictionary provided in the website. After checking, they are also encouraged to write down the new words and meanings at the back of their exercise books.

4.  Blogging

After reading and jotting down their thoughts, students are to write a comment that is at least 50 words on their blogs. The content in their blogs depends on the students; they can summarize, comment or reflect on the stories. They can provide a different ending or storyline to the stories or they can even question the stories. Freedom of expression is given so that students can truly interact with the text in person. It will make reading fun and personal.

5. Giving Feedback

Interaction is vital in the while and after-reading phases. One advantage of blogging is that not only their teachers and classmates, but also other people like parents and friends can read their blogs and provide feedback provided they are registered users. They can invite outsiders to read and post comments on their reading blogs. Students will read more because they want to publish their blogs. Other classmates or friends will also be motivated to read because they want to take part in the discussion and sharing session.

6.  Monitoring System

Extensive reading is related to pleasure and general understanding (Day & Bramford, 2002), hence teachers do not test students’ understanding by giving them tests, quizzes or comprehension questions. Students will have done enough in their intensive reading in class.

To monitor the students’ progress, every time the students have finished reading and published their entries, teachers will browse through the entries and record on the name list ­a figure to indicate Level and the date of completion. To make the monitoring task easier, students can be trained to inform the teachers upon completing the work. It will minimize the hassle of collecting and marking book reports. Being good role models, teachers have to post some comments randomly on students’ blogs and read aloud some good blog entries in class. Teachers and students will have to work together to ensure nobody abuses blogging.

Although students read at their own pace, teachers should help them set their personal goals. Another alternative is to ask the whole class to set a common goal that everyone agrees on and they will support each other to reach the goals. Without specific targets, some students may take their own sweet time or spend too much time blogging instead of reading.

To promote reading, prizes will be given at the end of the school year to the most avid readers or classes, the most popular blogs from each class or form, depending on the school funding. Rewards such as books, subscription to newspapers or magazines can be awarded.