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

在CEFR A1-A2水平（EIKEN等级3-4）的学习者，生产能力比接受能力弱，他们可以从与课堂学习活动相关联的课外博客中受益匪浅，并且随着他们更习惯于课堂内外的生产和互动活动，他们会变得更有动力和兴趣。生产性和互动式活动应作为阶梯式任务的一部分，与注重形式的指导（包括纠正反馈）相联系，不应期望更自由的互动式活动导致学生积极参与。在实施信息和通信技术增强的课外活动时，应适当考虑到技术较差的信息和通信技术用户，并应在给定的课堂环境中采用适当的动手方式。随着智能手机的普及，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.