29 December 2011

Vizlingo.com

Vizlingo is a great new webtool for sending short video messages. The message consists of a short clip to represent each word in a sentence mashed up to produce one sentence long video. Sounds cool eh? It's still very new and at the moment there isn't a clip for every word, but it's still very useable in class. I've used it as a simple guessing game to review vocabulary and grammar.

Here's how:
  1. Register (so you can save the URL).
  2. Type a sentence. Click CREATE and watch the video. If you want to change the clips, click on the clip (there is a row below to see alternatives.
  3. When you are happy with your Vizlingo, click on SEND. Choose COPY (this is the only option available at the time of writing)
  4. You can either open an email and send the URL to yourself, or copy and paste the URL into your blog/website.

Classroom Ideas

Repeating the same structures will make the activity easier for lower level students - and a nice way to drill grammar. For higher levels, you can mix and match a range of structures or vocabulary to get them really thinking!

  1. For younger students, do a couple of examples with the words so that they can talk about the relationship between the clips and the words. It's worth spending time discussing why the clips are connected to the words. When the students are ready, give them a worksheet with the sentences, hide the words (zoom in your browser so that only the video shows) and they can match the video to the sentences. It's best to do this in pairs or groups.
  2. For older students, again, do a couple of examples with the words so they get the idea of what they have to do. Then, put them in groups, hide the words (zoom in your browser so that only the video shows) and they try to guess the sentences by just looking at the video.
  3. Make it more fun by playing for points.
Notes
  1. Some of the clips are quite abstract so give them clues if necessary.
  2. Sometimes there are no clips available for certain words. This will improve as the site gets bigger but for now, try to use words where there are clips (as you will see in my example activity).
  3. There is no option to hide the words at the moment, so zooming in with your browser is the workaround for hiding them.
  4. There is no facility to embed in a website at the moment, but again, the site is very new and this may be added later.

Click here for an example activity.

School Breaks

Is it that December was busier than normal or that a three and a half month term, without a long weekend or other longish break, just makes everything feel busier? Maybe it's the weather changing? Whatever the reason, the good news is the Xmas hols brings a whole two and a half weeks to switch off and relax. Well....almost.

Half way through the holidays now, and already I feel refreshed and ready to go again. December is really "pesado". The students are tired, restless and don't turn up to class half the time. The teachers are tired, short on patience and everybody is just waiting for Christmas to arrive - or, I should say, a decent break.

If only Spanish schools had a half term similar to the UK or USA. Well....I don't think this will happen any time soon because there are so many one day fiesta holidays. But I do think that students (and teachers) suffer from learning fatigue when a term lasts 3 to 4 months without a chance to switch off for a few days. What do you think?

29 November 2011

Our Mobile World

The new "e" is "m". We've moved on from "eLearning" to "mLearning" and nowhere is this more clearly seen than in the world of EFL. It seems that if you aren't downloading the latest mLearning app and learning something new every spare minute of the day, you've lost the plot. The edublogs telling us about Smartphone apps to help our students learn English "anytime anywhere". These apps, we are told, help you (or your students) to learn English quicker and better than anything else to help their dreams to come true (ie. get a job). Instant learning, and access to the world, literally at your fingertips.


All this sounds great - and I'm all for learning. In fact, I've been an active learner all my life. But I sometimes wonder where all this "m" availability of knowledge is taking us. I know that for myself, if I have 5 minutes to wait for the dentist (or the usual 30 minutes), I enjoy sitting and staring at a blank wall, or looking at the pictures of smiley people wishing my teeth were as brilliant white as theirs. I love the feeling of freedom of responsibility for my time that washes over me as I convince myself that there's nothing I can do. And I don't feel guilty about doing nothing - after all, it's not my fault the dentist is running late, is it?

Or, is it? Lately, I've started getting that niggly feeling that I should be doing something while I'm waiting in a queue, or sitting on a bus or even walking down the street. I've got a Smartphone therefore I've got access to knowledge therefore I should be using it. Shouldn't I?

Well...these are questions I ask myself daily. I've also been asking my teenage students these questions and I've had some interesting answers. The most common answer being they don't have this problem. Most of them either don't have Smartphones (and until very recently didn't know what one was) or don't have Internet access because it's too expensive. And those lucky enough to have a Smartphone (or more commonly a Blackberry) say they wouldn't "mLearn" anyway because they prefer chatting with friends on Facebook or Tuenti in their free time. Anyway, they've got so much homework from school and English academy that the last thing they want to do is get their phone out when they have 5 minutes and use it for even more learning!

So, I can relax a little, because where I am, mLearning isn't going to take off for the time being, and certainly not with my teens. Or maybe it isn't for teens - ever? In the meantime, I can look longingly at those amazing apps (and some of them truly are!)and I can hope that my students don't get left behind in a world that is surging ahead as far as technology is concerned. As far as people are concerned though, who knows where we really are.

20 November 2011

Qwiki.com

Qwiki.com is a video version of wikipaedia, and some people think it might eventually replace the word based version! Well.....maybe this is so but not for a while yet. It's a great website that puts together a topic related video presentation, complete with voice, relating to the word or phrase you type in the search box. At the moment it is still in Alpha version, which means it's newer than new, and there are a lot of inaccuracies and missing information. But the idea is great and it probably is the future of encyclopaedias. For now, though, you could still use it in class to introduce topics or as extra listening practice. Make sure students know it is still in the testing phase and get them to spot the mistakes! Or ask them what they would add to the video to improve it.

phonetizer.com

Phonetizer.com is a great website for converting text into the phonemic alphabet. It could be useful for students to help with pronunciation.

Shame I didn't know about it a few months ago - it could have saved me hours of transcribing text into phonemic script while I was doing the Delta!

Storify.com

Every now and then I find a site that really grabs my attention. Storify.com, that I saw on Nik's Learning Technology blog is one of those sites. It's a tool to collect materials from a range of websites, such as Twitter, Google, Facebook and Youtube, so that you can put together your own story, as well as add content from your own favourites. It's simple to use and easy to share by email or embedding in a blog.

Although intended to create stories, it's a great tool for studying because you can collect materials relating to a specific topic and store them in one place. Here are some ideas for using with students:

  • Encourage extensive listening/reading by collecting online content relating to a topic for students to read at home.
  • Collect content relating to a grammar point and give it to students for homework/revision.
  • Help students generate ideas for reading/speaking tasks by collecting further information for them and putting it in a story.
  • Use it in class to "present" online content - video and grammar explanations.
  • Get students to create their own and share with their classmates. Follow up with writing or speaking tasks discussing the most informative, interesting, etc.
Here is an example of a simple storify I have prepared to help my students review Present Perfect Simple.

28 October 2011

Delta Module 2

A very long 2 months after finishing the Intensive Delta Module 2 at IH in London, I finally received my results - a Pass - whooooo!!! I did, however, have to specifically ask for the results by email - as they'd been sent in the post! After a summer of hell, two months wait and the prospect of waiting another two weeks, and knowing that if I lived in the UK I would have already received them, it was just too much to bear. Anyway, thanks IH for sending me an electronic copy, but maybe a shift to 21st Century communication might be in order?

21 October 2011

Wallwisher

Good use of Wallwisher with my Intermediate teenage group this week. I used it as a warmer vocabulary review - Describing a Person. I posted a couple of images on Wallwisher with prompt questions and as they came into the room they had to write a sentence to describe the pictures using vocabulary from the previous lesson. It took longer than I hoped it would, mainly because of the mini keyboard I have in my classroom, but is a great warmer to get students reviewing vocabulary, writing sentence level and prepare for the class. See here.

Kids and Blogging

After the success of my 12 year old class on Kidblog, I decided to take the plunge and set up a blog with my 11 year old class. The main reason I want to use blogs with my younger students is to get them writing in English. There's always a groan when I ask them to get their notebooks out, partly, I suspect because they feel nervous about writing in another language, and partly because it's very hard for them. Unless there is a gapfill, they are reluctant to write anything at all.

These problems are especially noticable with my 11 year old class of 9 boys and one girl. Their writing is illegible at times and some of them have real difficulties copying from the board. It is difficult to keep their attention for more than 5 minutes and the result is usually quite poor.

I started a Kidblog with them this week and I'm thrilled with the reaction from the students. Sharing a netbook, one student was the "teacher" reading the instructions, while the other student typed a short paragraph about themselves. I gave them a couple of prompts but they asked if they could write other things too. Of course I was happy to accommodate! They were engaged and motivated to write. Some of them writing much more than I asked them to. Most of them asked basic grammar, punctuation and vocabulary questions - they were really trying to get it right! Others were slightly more nervous. The girl, M, was very reluctant at first, but when I realised her partner was still waiting to write his post when everybody else was almost finished, I couldn't get the computer off her.

Homework is to write three sentences using Past Simple about what they did at the weekend - I've asked them to write it on Sunday night. M, very enthusiastic now, has already written hers using "going to". Other students in the class have commented that she's "cheating" because it's still the week. And other students are leaving comments for me and their classmates, asking me questions and rewriting their original messages in multicolour - all without prompting from me.

It's early days, and they're very excited about having a blog, but if this continues they are going to be writing an awful lot of English - and hopefully enjoying it. Of course, I will still need to do pen and paper writing, but there will be less of it and hopefully they will lose some of their negative attitude to writing tasks.

I'd like to use the blog mainly as an online learning diary, but also do a couple of projects during the year. Maybe later in the year I can involve parents - but as it's an English only blog, they can only write in English!

16 October 2011

Kidblog

I would never have guessed that my pre-teens would take to their blogs so enthusiastically. The two most disruptive students who "hate" English (so they tell me) are quite happy to send each other messages, send me messages and do their writing homework on the blog. One is even arguing that my translation of a word is wrong because he looked it up on Google translate - this is great!

Now I'm wondering whether I should introduce Twiducate as a messaging platform (like Twitter) to further encourage communication (writing) in English....but I don't want to overload them with too much.....

08 October 2011

Audioboo with FCE Exam Class



Class Profile
Age: 16 - 66
No. of students: 12
Exam: First Certificate in June 2012

This is a very mixed age and ability class, some students have been coming to the academy for years, whereas others are new.


Background
I would like to get my students talking between classes and I think having students record themselves between classes is a great way to practise English outside of class. Unfortunately, some students have a very strong reaction to recording their voice, apparently.

The other day, I decided to spend 10 minutes in class showing my students Audioboo and explaining the benefits. I intended to:

  • play a "homework question" in Audioboo that I had prepared earlier
  • Demonstrate how easy it is to use Audioboo
  • Invite one or two students up to record something short.
  • Tell students that this part of their homework was purely optional, but had great benefits, etc.
That was the plan. Unfortunately, it didn't quite go like that. Although I had tested Audioboo earlier in the day on my classroom computer, when I went to the website to play my recording, it didn't work. I went on to record something again to show students how to do it, but "somebody" had removed the microphone from my classroom. All of this only took a couple of minutes but I when I looked around I saw a sea of confused faces. Finally, one of the adult students said "I don't understand what we have to do". I perfectly understood her of course - having some mad teacher standing in front you clicking buttons and nothing happening doesn't look good. Fortunately, another student piped up that he had downloaded the recording onto his iPhone earlier in the day. He played it to the class. My helpful and enthusiastic student went on to say that if you have iPhone or Android, etc. you can download Audioboo and use it on your phone. To which half the class looked at him blankly. Suddenly, the previously mentioned confused adult said - "I'm not recording anything. I haven't got a microphone!"! I looked at her and could see she was visibly frustrated and confused and there were a few nods of agreement, so I decided to leave the subject of Audioboo for another day. I briefly mentioned that this homework was optional, and that we would return to the subject another day.

The moral of this story? Just a gentle reminder that, in exam classes especially, some people don't find learning English easy or enjoyable. They are learning because of outside pressures, such as work or parents, and just need to get that piece of paper at the end of the exam. Mixing in a bit of something else they're not very comfortable with, such as technology that isn't working properly, is enough to turn them right off!

Reflections - Introducing Kidblog to After Elementary Pre-Teens

Age: 12 years old
No. of Students: 7
Blogging Platform: Kidblog
Other websites: ABCYa Wordle
Time: 60 minutes

BackgroundAfter some thought of whether to use PBWorks or Kidblog I settled on using Kidblog with this class. The reason being that our computer equipment is netbooks and to use a wiki for collaborative projects works best when all of the students are logged on. I am, however, considering using PBWorks for some project work with this group. All of the students have netbooks and use them at school therefore are quite familiar with using computers on a daily basis - although they generally do quizzes and browse websites, rather than create their own work online.

Lesson Outline
In this lesson, the students will prepare a short text about themselves, create a Wordle of the text, embed it in the blog and in the process learn how to log in, and navigate the blog. I had already created a model and logins for all of the students.

1. The students prepared 6 sentences about themselves on paper and it was corrected.
2. I showed the students the blog and the model, then demonstrated how to log in to the blog.
3. We went through the first part of the handout for vocabulary, and I told the students that they were to login in as themselves and type their sentences as a paragraph.
4. We went through the second part of the handout (ABCYa Wordle Instructions) and I demonstrated. The students copied and pasted their sentences into a Wordle and saved the Wordle to the netbook
5. We read the last part of the handout (embedding image in Kidblog) and I demonstrated. The students embedded their images.

Reflections
The class was a complete success. The students were able to read the instructions, and follow the demonstrations with very few problems. One of the boys (yes I said "boy") even noticed a typing mistake in his paragraph and insisted on repeating the whole process all over again to get it right! If I was to do this class again, I would probably do it exactly as I did it.

I think one of the reasons this class was so successful is that the students are used to using computers. Kidblog, although not perfect and it has its limitations, is ideal for kids. I had already set up the accounts so there were no logging in problems. ABCYa is also intuitive, and as the kids are already used to using computers generally, there weren't the usual basic computer problems such as where to save images, and finding them afterwards. Demonstrating the stages supported difficult vocabulary in the handout.

The writing task was easy and something they have done in the past and the tasks chosen to familiarise them with blogging were ideal - challenging enough to engage them but not so challenging that they had lots of technical problems that can be demotivating.

I should add that this is was a small class. Whether the class will be so successful with 10+ students remains to be seen, and something that I will be trying with another class in the next couple of weeks.

Reflections - Introducing Class Blog to Intermediate Teens

At last! Success!! I managed to get two classes using their blogs this week - with mostly success.



Teenage Intermediates
Age: 13 to 17
No of students: 8
Blogging Platform: Blogger
Equipment: Netbooks x 4 (1 netbook between 2 students)
Classroom layout: Smallish classroom consisting of chairs with table flaps - students need to be careful not to drop the netbooks.
Time: 90 mins



Background
All of the students had previously told me they already have email addresses and as they are 13+ I decided to stick with Blogger for them. On the day, one student said she didn't have an email address. Most students have very basic computer skills with only two of the eight who had a "feel" for how to fix something that went wrong. All say they don't use computers at school.



Lesson Overview
1. We went through an overview of basic computer vocabulary such as screen, scroll, arrow, mouse, keyboard, type, etc.
2. I had prepared a model of what they were to do. I showed them the model, and demonstrated how to do it.
3. The students who had gmail addresses created a Google account and I gave them permission to join the blog. The students who did not have gmail addresses created a Google account then I gave them permission to join the blog. One student had a problem with this and was unable to join the blog. He said he would do it at home when he had more time.
4. The students took turns finding a favourite song (with strict instructions that there should be no nudity or bad language) and wrote five sentences. Then the second student did their video.
5. Homework is to comment on their classmates songs.



Reflections
I am very happy with the students as most of them managed to complete the task without too much trouble. They do not have experience of blogging, generally got on with the job and enjoyed the task of contributing to the blog.

The bad side is that yet again, using Blogger with students creates problems. Last year and the year before, I also had one or two students who had problems with Google accounts, even though I had already set them up. Sometimes Google decides to do a security check, other times the anti spam code is too difficult to read and it takes forever to create the account because of this.

Another problem is that using one netbook between students causes it's own problems in that students need to check who is logged on, etc. For less computer savvy students, this can be confusing.

This year, partly due to this class being smaller, partly because it is my third year using Blogger with students and feeling confident in managing the class and partly because of time, I decided not to give students a handout with instructions or set up the students' permissions before the class (even though I've experienced the same problems in previous years!). On reflection I think instructions would have given the students more security and allowed them to at least try to complete the task and overcome problems themselves.

To Consider for next time
  • Use a different blogging platform - Google is too unreliable - maybe edublogs
  • Prepare a basic handout - at least students can try to follow instructions and it also encourages reading and autonomy.
  • Make sure all students have already been invited or been set up before doing a task.
I have learned a valuable lesson here, although I know Blogger well, have used it with classes for some time and can easily fix most problems, I need to be available to all students throughout the class to help students with little hiccups. It is not feasible spending time trying to set up an individual email account as it can end up taking a lot longer than anticipated.

For all the problems, the students did a great job, and enjoyed the class. I am pleased to note that some of them had already done their homework three or four days early! Click here to see their work.

01 October 2011

Introducing my students to ICT

After spending most of my free time this week checking and testing netbooks because our IT man was busy with more important things (totally understandable at the beginning of a new academic year), setting up a netbook logging system for teachers, setting up blogs and preparing lessons plans to get started, the lessons were cancelled. I am sure this is not something new. In fact it happens to me every beginning of the year, and at various times during the year. Basically, our internet connection is faulty. After three years of connected classrooms, it is still hit and miss whether you can use a Youtube video with your classes that day or not.

This is both good and bad. The good is that teachers are trying to make their classes more interesting and relevant to their younger and teenage students by using technology to engage them, something which the academy has encouraged from the beginning and which is also sold as part of "the package". The bad thing is that teachers do sometimes have to spend a lot of time preparing, only to have to abandon the lesson because of some problem with the Internet. Some teachers have given up using more interesting websites, etc. with their classes all together, sticking with the IWB and Powerpoint, or nothing at all. Others are just frustrated - including me.

Perhaps this is one reason why ICT has not taken off very much in language academies. After all, it is only an (expensive) tool that is not a requirement to learn a language, although I believe it can be especially motivating for younger and teenage learners. So, I will persevere, continue to spend lots of my free time preparing for ICT lessons as well as a backup plan, lobby the powers that be that we need a better more reliable connection, and equipment, and continue using ICT with my students - as far as is possible.

25 September 2011

My new job

Since I started back at work on 1 September it has been very busy as usual. As the newly appointed ICT Support Trainer, this year I'll have fewer classes and teaching hours, so that I can provide ICT training, lesson plans, advice, etc. to teachers on how to use technology with their students. It's an exciting new role as my "hobby" is now part of my job.

There are hundreds of amazing edublogs out there giving all sorts of advice and news about teched, especially using blogs and wikis, but many of them are for teachers in mainstream education. My challenge is to weed out the tools and ideas that are suitable for kids and teenagers (including exam classes) who attend a language academy for 3 hours a week after school/university, and that don't take up too much class time or teacher preparation time.

17 September 2011

It's been a while...

Phew....glad that's all over. I did the distance Module 3 (which I'd recommend to anybody thinking of doing the Delta) which compared to Modules 1 and 2 seemed more relaxed, although still hard work of course. I was quite pleased with my result, a merit.

I did Module 2 at IH in London in the summer, enjoyed it and met some great people on the course.. But it was gruelling! I've passed the course, and now just waiting for the results of the final assessment. I wasn't sure about doing the intensive because I like to spend time reading and getting my thoughts together before putting fingers to keyboard, which there wasn't time to do with a 2,500 word essay, plus supporting detailed lesson plan, to write every week. But at the same time, I couldn't face another full year of studying and teaching full-time. So...I think it depends what type of learner you are as to whether the intensive is good or not so good for you.

The Delta is hard work, and sometimes you feel overwhelmed by the amount of information, theories, methodologies and everything else you have to read and do in class. Then you realise that there are no hard and fast answers, right or wrong way, to anything in language learning, and that after all that you can still make it up as you go along if you want. You might wonder what the point of it all is.

Well.... I've come out the other end much more aware of the different theories and methodologies and what types of situations and learners they appeal to (if you believe in Gardners Multiple Intelligences, which I recently read is now being questionned). You learn how to keep up to date with the latest theories, where to look for ideas and how to implement them in class. I'm full of ideas and looking forward to getting back into the classroom next week. Even though I teach kids and teenagers, and the Delta is for adults, I think there is a lot that can be applied to younger learners.

07 February 2011

Delta Results

Just an update to say I actually passed the exam surprisingly! Even better, I passed with merit! How that happened I don't know but maybe all that writing in Paper 2 actually paid off.

Some advice?
I haven't thought much about the exam since I did it but from what I remember, I knew something about almost everything I saw in Paper 1. The problem was time.

I started with questions 1 and 2 as warmers. I think I got most of the terms right or mostly right because I'd seen them in various practice tests (this is where IH really comes up tops!!!). Then, I went straight to question 4 because this carries the most points in Paper 1. In my paper, question 4 was long. I found myself clock watching and just writing one or two things for each part before moving on to the next part because there just wasn't enough time to give full answers. I didn't have time to finish all the parts before moving on to question 5

Question 5 was pretty straight forward (carrying the second highest marks in the paper), but I was already over time so rushed through that before whizzing over to Question 3 which was, for me, the easiest. Strangely, it was about identifying the characteristics of an anecdote. Strange because the night before I'd thought about different genres and realized I hadn't really considered an anecdote so had spent time thinking about characteristics of this genre just before the exam. I couldn't believe it when I saw question 3!

I remember feeling really disappointed after Paper 1 and thinking I really hadn't done very well. It was rushed, I didn't have time to think, to finish my sentences and I couldn't write any faster than I was. My hands were aching and I started to think about resitting the exam in June.

I was dreading Paper 2, especially after thinking so badly about Paper 1, because I still wasn't confident with all the theory in English language teaching. During the course I hadn't done very well on Paper 2 questions because, being more practical than academic, I was struggling with all the methodologies and theories and found it difficult to relate to life in the classroom.

After the half hour break, and a coffee, the exam started. I decided to start the paper with question 4 because it carried the most points. Straightaway I met a term that I hadn't heard of. I knew that this question usually requires you to pull together knowledge from all different areas of language learning and teaching and some of the answers I'd seen to previous past papers sometimes seemed bizarre and way out of the box. I started writing about things I remembered from the course and my reading, but at the same time trying to think "out of the box". I wrote anything that came into my head related to the question, or vaguely related to the question. 3 pages of writing later, and 40 minutes, I stopped writing and moved on to the next question. I remember feeling pleased that I'd written so much because in practice exams I'd never been able to think of anything to write!

I went on to questions 2 and 3 because of all the Paper 2 questions I'd completed, I'd done best with these questions, although not great, in practice tests. I relied largely on memory and exam practice tests for this and stuck to the proscribed answers as far as possible.

Finally, I turned to question 1 of Paper 2 (assessment), which even now I know little or nothing about. I had 15 minutes left by this time, and again, relied on memory of course materials and a bit of luck!

So, I'm pleased I don't have to go through all of that again in June!

What do you remember about your Delta exam?

02 January 2011

Triptico Word Magnets

Some great news if you use Triptico's Word Magnets. There is now a downloadable desktop app that you can download for free (after registering). This means you no longer need internet access to use this invaluable resource.

If you haven't used it before, it's an application that jumbles words or sentences in real time. With the online version, it wasn't possible to save prepared activities before class so I used it a lot as an end of class filler game or for short on the spot revision activities. I would get students to close their eyes and not peek (always great fun!) while I typed in a sentence and jumbled it. Students love coming up to the board to reorder the sentence.

With the new desktop version, you can prepare activities before class and save them to use later or again in the future. Of course, if you've got an IWB you can use that to do the same thing, but I find Word Magnets is much quicker.

Another game on the desktop version is Find 10. Students have to pick the 10 correct answers out of 15. For EFL, it might be better sometimes to have students find the 10 incorrect items and correct them. Some ideas for using this game:
  • Find the 10 incorrect sentences and correct them
  • Find the 10 nouns, adjectives, or other parts of speech
  • Find the 10 incorrect irregular past tense verbs
  • Find the 10 incorrectly spelled words
  • Find the 10 incorrect phrasal verbs/verb+preposition structures
There are lots of possibilities. A nice warmer/end of class/revision activity!

As well as the two games mentioned, there are a number of other useful classroom applications, including a student picker, timer and a games scorer.

To download the desktop application, click on the title of the post and register with the site. You will receive an email with a password. When you have your password, login to the site and follow the instructions to download.

Doing the Delta

Well, I've now finished Module 1 of the Distance Delta (about a month ago and it took this long to recover!) and will get my results in February which seems a long time to wait but I guess Cambridge have their reasons. What can I say except juggling a full-time teaching schedule (and extras) with all that reading is pretty tough. I've learned a lot, especially how to speed read and discovered that it's not my thing. But, I really enjoyed the course and now getting down to the task of rereading all those things I didn't have time to absorb properly or read properly that were really interesting and I want to know more about.

As far the exam is concerned, Paper 1 was evil and Paper 2 wasn't as bad as I thought it would be. During the course, I generally did quite well on the Paper 1 tasks (language knowledge and definitions, etc) and not so well on the Paper 2 tasks (methodology, etc.) During the exam, however, I feel I did better on the Paper 2 tasks than the Paper 1 tasks largely I think because of the time constraints on Paper 1.

Anyway, I really have no idea whether I have passed or failed but I do know that I've learned a lot, I found it really interesting and already I can see changes (for the better) in my teaching. So, my conclusion is that the Delta is definitely worth doing if you're interested in staying in the Tefl field. I'm looking forward to starting Module 3 in February (yes...I'm doing Module 3 before Module 2 which I'll do next year) and if I've failed the Module 1 exam, I'll be resitting it in June. I just need to practice my speed writing skills!