Together with the
growing sophistication of technology, teachers can use it as the way to teach
EFL, one of them is using facebook. Nowadays, who doesn’t know facebook or
doesn’t have facebook account, especially teenagers? I swear almost most of
them have it. Yeah, as teacher, we can use facebook as teaching learning
resource.
How to use facebook
for EFL teaching?
Although facebook is
popular among teenagers, it’s no mistakes if you (as teacher) also have facebook
account. For teacher, using facebook, you can join some pages in facebook about
the ideas in teaching English, you can contribute there (comment or post
something), so you can interact and share ideas with other people around the
world. This way will help you increase your creativities in teaching.
Here the example of
pages in facebook for teaching English:
And then, how about
your students? How they can use facebook as EFL learning?
First, you have to make sure your students have had
facebook account. If they don’t have yet, you must ask them to register here.
It is free.
Second, make a close group in facebook for your
class, where you can post materials, assignments, or create discussion with
your students there.
Third, give weekly task for your students. For
example, they must update status using English at least twice a week, and ask
other students to comment it using English. (you can also determine the time or
day for they updating status using English)
Fourth, ask them to like some pages that will support
them to learn English. You can give recommended pages for them, or maybe they
have other pages address.
The example of facebook's pages for learning English are:
Next, ask them to make friends with students from different
country, so they can practice their English. Sometimes, ask them to tell about
their friends from different country in the class to make sure they have done
your command.
Well, that’s all some
ideas about how to use facebook as EFL teaching and learning. Here, the role of facebook is as
supplement for teaching, not replacement.
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