Developing Practice Models for ICT-Integrated EFL Instruction Centred on Production and Exchange

在CEFR水平A1-A2(Eiken 3-4年级)的学习者，他们的产出技能弱于接受技能，他们可以从与课堂内学习活动相联系的课外博客中受益匪浅，他们变得更有动力和兴趣，因为他们更习惯于课堂内外的生产性和互动性活动。生产性和互动性活动应作为阶段性任务的一部分，与注重形式的指导(包括纠正性反馈)相联系，不应期望更自由的互动活动能使学生积极参与。信息和通信技术强化的课外活动应在适当考虑较低技能的信息和通信技术用户的情况下实施，并应在特定的课堂环境中提供适当的实践。随着智能手机变得越来越流行，课外活动和资源应该以移动友好的方式提供。

Learners at CEFR levels A1-A2 (EIKEN Grades 3-4), weaker in productive skills than in receptive skills, can benefit greatly from out-of-class blogging linked to in-class learning activities, and they become more motivated and interested as they get more used to the productive and interactive activities in and outside the classroom. Productive and interactive activities should be implemented as a part of stepped tasks linked with focus-on-form instructions (including corrective feedback), and it should not be expect that freer interactive activities lead to active student participation. ICT-enhanced out-of-class activities should be implemented with due consideration of less-skilled ICT users, and should be introduced with appropriate hands-ons available in the given classroom environment. As smartphones have become more popular, out-of-class activities and resources should be provided in mobile-friendly ways.