Friday, December 21, 2012

My Web Tool 2.00

What is hot potatoes?

The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Hot Potatoes is freeware, and you may use it for any purpose or project you like. It is not open-source.

1. JQuiz

Hot Potatoes 1
1. Open Hot Potatoes. You should see the Hot Potatoes main window displaying 6 choices: JQuiz, JCloze, JCross, JMatch, JMix. 
2. Select the JQuiz option. The interface of JQuiz is very intuitive. All you have to do is type the question, write the possible answers and check marking the one that is correct. For this example we are going to create a Multiple-choice question.
3.  Select Multiple-choice in the drop-down menu on the right.
4.  Begin creating the questions, answers, and feedback. 
     a.  Type the question in the Q(n) box (where "n" is the question number). 
     b.  Type the acceptable answers (multiple choice) in the A, B, C, and D boxes under the Answers column.
     c.  If you wish to leave feedback, type the desired feedback for each answer in the boxes in the Feedback column.
     d. Check the box next to the multiple choice option that is correct under the Settings column.
5.  Once all entries have been made, go to File > Save and save the quiz. Remember, don't put any spaces in the name.

2. JMix

A JMix activity produces a jumbled word or sentence exercise. Letters of a single word may be jumbled, or the words of a sentence. JMix uses the standard and drag-and-drop types of output similar to a JMatch activity. Each time a learner clicks onto the Hint button to see which word should come next in order, the overall score at the end of the activity is reduced.  
An example for a Jmix activity:
The following instructions will help you to create a JMix activity.
   1.    Start Hot Potatoes™ (Start > All Programs > Hot Potatoes 6) and double-click on JMix.
   2.    Enter a title for the activity: Alphabetical Order.
   3.    Type the following text into the ‘Main Sentence’ on the left side:
    1. crucial
    2. crumb
    3. crumpet
    4. crunch
    5. crusade
    6. crush.
This is the correct order. JMix will jumble the words before the activity starts.
   4. To add the instructional text, go to Configure Output. (Options > Configure Output) or click on the Go to configuration screen button on the toolbar.
   5. In the Instructions box type:
These words all start with the same three letters. Go to the fourth letter and put them into order. Then click OK.
Save the completed activity.  Now, you have created a useful activity for your students.

3. JCloze

A JCloze activity is one that allows gaps in text for learners to complete, whether in one word or an entire sentence. A cloze procedure is a test of reading comprehension and the responses reveal mastery and understanding of concepts. 
Clues from the context or a supply of words can help the learner complete the activity.
Any number of correct answers can be specified for each gap. A hint can be added so that a letter or clue is
given, although the learner will lose marks each time a clue is requested.
Firstly, type in the title of your exercise, e.g Dictionary.
In the main box, type in your text, or cut and paste it from another application. Choose the words you want the pupil to have to insert and highlight it. Click the gap button at the bottom of the screen.

Here is my video!

4. JMatch

Creating a drag and drop Match-up Exercise with pictures and target language words.
From the Hot Potatoes front page open the JMatch application by double clicking the icon. The screen will look like this:

1.   First, insert the title of your first exercise into the title box. Next, you need to SAVE your first exercise. To do this click the red disk icon indicated above, and then save this first exercise. It is helpful for you to call all exercises in a series by the same name with a different number at the end.

Now you are ready to create the exercise. Insert the left (ordered) items and the right (jumbled) items in order to create the exercise.  You are now ready to create your first exercise.  You now need to SAVE the exercise twice. The first save will save the JMatch file with all the information you have entered. You will need this in case you want to make any alterations later. The second save will create and save the web page that the pupil will see and use.

5. JCross

From the Hot Potatoes front page, open the JCross potato. This is a wonderful feature that allows you to produce a crossword in a matter of minutes, and also gives you the opportunity to produce a printable version too!

  • The title for your exercise should be entered in this box.
  • Click here to enter the Automatic Grid Maker. This tool makes a crossword on its own!
  • You just have to enter the words you want to ask for. Please enter each word in a separate line! When you are finished click 
  • Make the grid.
  • Add Clues: Enter the clues (or questions) for all of your words. Click the OK button on the left after each clue. When you are finished, click the OK button at the bottom of the screen.
  • You can double click on The spider’s web  which creates the interactive web page or you can double click the printer button which creates a page that you can print to create a worksheet.

For more information, please watch this video.

How to use hot potatoes with students?

In today's world, almost every human being is in interaction with technology.  So, using interactive web based exercises would be very interesting for your students and also it would help you to keep your students motivated by maintaining interest towards the subject.

Hot potatoes has various ways to use with your students.  For example, for every exercise, you can put a time limit for your students.  This will help you to keep focused your easily bored students.  They would have an aim such as finishing the exercise before the time is up and focus more on the exercise.
Also, the clues and feedback provided by the teacher would also help students to stay motivated.  When you think of students who are given homework from their coursebook, when they are challenged during the exercise, there is no clue or feedback to help students so that they can complete the exercise.  However, hot potatoes gives you the chance to prepare some clues and feedback for your students so that they can use them whenever they feel challenged and therefore they would stay motivated in learning.

Additionally, some of the modules allow teachers to insert reading texts, graphics, sounds and videos into the exercises.  This would also help students to understand the exercise better.  For teachers who want to challenge their students, they can also set the texts to disappear after a pre-specified amount of time in order to add a timed component to the exercise.

To sum up,  The Hot Potatoes program, which consists of modules for creating six different types of exercises, is an excellent resource for creating on-line, interactive language learning exercises that can be used in or out of the classroom.  As every human being would know the situation in today's technological developments, the use of technology by teachers of second or foreign languages has many benefits.  One of the most important benefits includes the increase in the amount of exposure to and potential interaction with the target language outside of the classroom setting.  In other words, by creating interactive web based exercises teachers will keep their students focused on the language outside of the classroom settings also.

Note: Do not forget to save your work step by step just in case a technological problem occurs.  Also, always keep the hot potatoes file with you so that you can change or edit things in your exercises. Otherwise, you may need to start doing the exercises again!

For more information please visit;

Wednesday, November 28, 2012


WIKIs help teachers and students to stay connected outside of the classroom and I would like to know how to create a WIKI! At the end of this task, I have learned to create a WIKI page embed some pages/links, upload some pictures and some activities. In addition putting a time table! I think WIKI is interesting but it needs some time to become confident enough to use it perfectly!

WIKI   Check my WIKI

Monday, November 19, 2012

Non-native English Speaking Language Teachers' Challenges and Strengths

Non-native English Speaking Language
Teachers' Challenges and Strengths 

English is regarded as the global language (Crystal 1997) around the world and there is a highly increasing trend toward global English usage.  As a consequence, this situation increases the importance of English language teaching (ELT) field.  In this connection, this field has a growing number of teachers who are non-native speakers of English.  However, English teachers each have their own challenges in this profession and there have been a lot of studies which focused on the challenges of non-native speaking teachers all around the world. 

The idea of English language teachers’ major challenges and strengths to their profession is not only the subject of this research.  Many researchers have been working on this issue and a large number of articles and books have been published about this topic. The non-native English speaking teachers (NNESTs) deal with a number of challenges which occur in the workplace and in their daily lives.  Although the number of NNESTs outweighs the number of native speakers of English in the world, NNESTs struggle for equal treatment in the ELT profession (Matsuda & Matsuda, 2001).  They come across with various challenges including those related to accent and credibility in the workplace.

Lippi-Green (1997) found that teachers with non-native accents were perceived as less qualified and less effective and were compared unfavorably with their native-English-speaking colleagues.  This challenge has always been the cause of employment discrimination practices in ESL programs in the United States and other countries.

Credibility in the workplace:
Issues of teacher credibility are encountered by many NNESTs in the classroom, where even students are influenced by the discrimination between the native English speaker teachers and the NNESTs.  Some NNESTs have stated that they had to prove that they could be as effective as a native-English speaking teacher to their students until they gain credibility in the workplace.  In reality, increasing number of educators today is pointing out the many strengths of competent teachers of English who share a first language with their students and have experienced the process of learning English.
Medgyes (1992: 346 – 7) stated the following strengths of NNESTs:
  1.       Only NNESTs can serve as imitable models of the successful learner of    English…
  2.       NNESTs can teach learning strategies more effectively…
  3.       NNESTs can provide learners with more information about the English language…
  4.       NNESTs are more able to anticipate language difficulties…
  5.       NNESTs can be more empathetic to the needs and problems of their learners…
  6.    Only NNESTs benefit from sharing the learners’ mother tongue… 

  If you want to read more, here are the cites:

  What do you think about the challenges and strengths of NNESTs?
  As you will be a NNEST, what do you think about the challenges that you may
  encounter in your profession?

     Maum, R. (2002). Nonnative-English-Speaking Teachers in the English Teaching Profession. ERIC Digest. Retrieved December, 2002, from

      Tajino, A. & Tajino, A. (2000). Native and non-native: What they can offer? Lessons from team-teaching in Japan. ELT journal, 54(1), 3-11  

Sunday, November 11, 2012


  1. Would I recommend this to students for listening or speaking practice?  Why/Why not?
    I think that TTS application is very useful for students to practice listening or speaking.  They can improve their comprehension and pronunciation through this application.
  2. What objections might teachers and students have about TTS?  How would I respond to such objections?
    They might mistaken by using this application too much.  I think it should be used when it is necessary in order to be an effective application.  Letting know my students how or when to use this application would be useful for such objections.
  3. Will the evolution of computer generated language change the why and wherefore of teaching English as a foreign language?
    I do not think so.

Tuesday, October 23, 2012

Interactive Web Pages

Interactive web pages are very helpful.  They provide us feedback, clue, immediate answers... We can try it again and again even when we make mistakes.  They help us to save time.
We learned how to use hot potatoes and create activities by using hot potatoes.

Teachers pet

I know that, teachers pet is a very useful programme which works with word and leads teachers to create activities for their studenst.  I want to learn about how to organize or create activities for my students.
At the end of this task, I learned how to create synonyms, antonyms and jumbled paragraph activities. I think these are very useful.

Wednesday, October 10, 2012

Readability Statistics

I don't know anything about the nature of readability of texts
I want to know everything about ways of using the computer to determine readability that will be useful for me
No, readability statistics do not confirm my idea.

For example, I can choose some lexico-grammatical features such as the usage of about and check how is about used in my concordance.  Is it used after a word or before an adjective etc.  In other words I would learn the features of about and also teach my students.  I may use the same sentences from the concordance to give my students some practice.

Sunday, October 7, 2012

Vocabulary Profiling, CTE319, Data Driven Learning

Lexis is the stock of words in a language and the level of language consisting of vocabulary, as opposed to grammar or syntax.  I want to learn the relationship between the lexis and word fraquency and also learn more about the most common words.  In addition learn some online resources about lexis and word frequency that I can use.

I have learned about wordle, concordance, lextutor, color of words, frequency trainer and I believe that these are so useful for teachers.  For example, I can use a wordle and lextutor to find out the key words in a text and in which sentences and also learn about the word types.  Also, by using color of words I can learn about the word frequency and by using the frequency trainer I can train my students on word frequency.  So, I have learned about all of these and I think that I can teach them to my students also and my students can use them too.  These techniques and approaches will save some time for me and for my students and make things easier for us


Vocabulary Profiling

A native speaker might result better in such a test because frequency is related with practice and natives are using the language more than non-natives
Yes I was surprised but I don't think that frequency vary according to the type of English
It would be very good for them and they would become more successful, an English teacher need to know all of the frequent words in English

Friday, October 5, 2012

Vocabulary Profiling

I believe that computer picks up the frequent words very good and it is very useful and you save lots of time
Yes it is useful. It shows us the frequent words and in what context they are used, when reading long texts you may not recognize them but concordance helps us, for example I did not recognize the word adapt as a frequent word but concordance helped me!

Multi-conc helps students to identify whether a word is a noun, adjective or an adverb and in what contexts it is used.  Special training would help students to use the tool better.

Vocabulary Profiling

A prism shows us the color of light and colors gives us information about the frequency of words.
The usage of a same word in different genres would change but a frequent word is a frequent word so I don't think that there would be a big difference

I could use a vocabulary profiler to teach my students the most frequent words by using colors
Yes it is possible, a text can be given to the students and they can find the frequent words in the text by using vocabulary profiler
Wordle is more general, and vocabulary is more specific, I would use a wordle when I want my students to learn general things and when I want them to work specifically, I would use vocabulary profiler

Vocabulary Profiling

I have seen students failing to guess the meaning of an unknown word very often and this happens to me also.
Yes, strategies such as matching the meanings with the unknown words are advocated  and 9 out of 10 rule in guessing from the context is observed
It would be very good because when students ask some questions about word meanings, teachers would answer more confidently and have a rich vocabulary.

You can teach better and have a rich vocabulary and be confident while using the language
Students may learn the common words naturally but it is better if the common words are emphasized in a foreign language class so that students learn better
No, vocabulary can be learned while one is learning other things or with the usage of language.
Dictionaries can be good enough but word lists can be helpful also in order to practice the common words

Integrating Blogs

When I start using blogs with my students, firstly I can create a class and make my students have a blogger account so that; when I want to give an assignment I can use blogger and my students can send me their assignments back by using blogger also, in addition I can provide my students lots of resources and make sure that when my students are not clear about a point they can improve themselves and understand better some points by using blogger and the resources that I provide them, last but not least, blogger would allow us to be in contact all the time and they can get some feedback from each other and also from me.

How could you use Lextutor in teaching?

I would teach my students how to use a vocabulary profile and a concordance so that when I introduce them some readings, it won't be very difficult for them to tell me the key words in the readings.  Also, by using concordance, they can also tell me in which sentences the key words are used and we can make some discussions over the readings.


I can easily follow DDL principles in a f2f classroom better than other circumstances
DDL can be more suited individually
Computers and the Internet can enhance DDL in every extent

Vocabulary Profile
It can simplify the vocabulary of a text and so that students won't have difficulty
It would be useful to see the sentences that the frequent words are used

The sentences that the words are used
Whether materials are used as a noun or with an adjective
Authentic is stronger because it is used more than enhanced
With the use and exploitation of tools rather than ready-made learnware

Wednesday, September 26, 2012

My Expectations of CTE 319

I believe that i will be able to design and produce materials via web!

We are going to use EDMODO