Sumiya Dulamtsoo
Mongolian Extensive Reading Association
About
My name is Sumiya Dulamtsoo. I am an English teacher from Mongolia. I work as an English teacher and CEO of Mongolian Extensive Reading Association. I am happy to be part of The sixth world congress on Extensive Reading Congress. The Congress will be my second Congress I have taken part of so far. Looking forward to meet you, ER-teachers and researchers.Sessions
All levels How to motivate students with the help of a reading marathon more
Tue, Aug 8, 18:30-19:05 Asia/Tokyo
Reading is one of the skills that is challenging to develop in the language classroom. In the classroom, there are not enough materials to choose from, and not enough goals or reading data to make students see their progress. In the face of these challenges, teachers are usually at a loss to develop students reading skills in and out of the classroom setting. To find the perfect reading goal for every student in a mixed-level classroom setting, the teacher must find a library with a variety of reading materials and data-driven goals for students. A perfect example is Xreading Virtual library and a reading marathon. Each student needs to have a clear number of words or books to read in a set period of time (3-4 weeks) and the reporting system helps them to see their reading level and progress. Each week the book reading progress is reported to the whole class so that students can see not only their personal goal but also their peers' goals. By simply reporting each week, students start getting more reading done in a short amount of time. At the end of each reading marathon, students and teachers give awards to the students with most progress in their reading.
All levels Online sessions with ER practices change the design of teacher development more
Tue, Aug 8, 16:00-16:35 Asia/Tokyo
This presentation reports teacher development sessions invested education authority for more than 1400 secondary school English teachers involved in “Open Online Module Training” through the APLUS.mn education platform in Mongolia. The sessions were engaged with MERA & Lingors and Authority for Education to develop extensive reading in the secondary school context. Teachers conducted with pre and post-tests, and the responses show sessions were effective to practice of extensive reading with xreading.com. The pre/post-tests developed by MERA covered very general questions about extensive reading. While taking the pre-test in the beginning of the session, trainees were not expected to know the answers to all of the questions. When taking the same test as a post-test at the end of the same session, the trainees were expected to answer more questions correctly based on their received training with practices and activities. The open online module training met the expectations. For example, the 1st question asked 1821 participants about “In Extensive Reading approach, can the reader continue reading when he/she comes across few new words?” In the pre -test 50% of responses show the reader may stop reading to use dictionary. But in the post-test conducted with 1436 participants of the same session, 80,7% say the reader may continue the reading because of extensive reading resources. In short, extensive reading module trainings effectively promoted Mongolian secondary English education through online teacher development online held over 24 hours and containing two different modules with ER practices. The awareness raised among the foreign language methodologists, specialists, and study managers showed improved resource provision at educational online platform.
