NYS TESOL 2014 Conference

1. Enriching the ESL
Classroom with QR
Codes
Tristan Thorne
American Language Program, Columbia University
November 15, 2014
(This is a QR code)

2. Background
 “QR” is short for “Quick Response”
 Initially created for the Japanese auto industry in 1994
by Denso Wave
 Basically, a fancy barcode
 Typically used for marketing and disseminating
information – keep your eyes peeled!

3. QR Codes and the Themes of this
Conference
 Equity
“Eye” vs. “ear” learners: A variety of input can accommodate
different kinds of learners (Reid, 2006). Add to
this distinction the notion of “kinesthetic” learners in order to
address the needs of all students (Hafernik &Wiant, 2012).
 Engagement
Authentic materials can augment students’ “on-task behavior,
concentration, and involvement in the target activity more than
artificial materials” (Peacock, 1997, p. 152).
 Enrichment Teacher-made
materials can be meaningfully tailored to the particular group of
students (Brown, 2007).

4. More Specifically...
 Easily access authentic materials inside and outside of the
classroom
 It’s much more convenient than typing the URL for a website
 Engage in an authentic form of media interaction
 Introduce a wider variety of information in myriad forms
 Allow for communicative and collaborative learning
 Pique students’ curiosity
 Give students more control over their learning
 Save paper
 The process is 100% free
 Get students to use their smartphones for learning

5. Student Testimonials
 “It saves the number of paper to print long articles”
 “It is fun to use this technique rather than only textbooks in a
traditional class”
 “It makes the in-class activity more interactive”
 “It is easy to understand how it works”
 “Using QR codes in a competition in class motivates our
interests in the topics”
 “It’s also very convenient for students to communicate with
each other”

6. Creating and Scanning
To create:
1A. Link websites for audio, video, and pictures:
http://qrcode.kaywa.com (Click on “Static,” and then
“Generate”)
1B. Link text: http://goqr.me
2. Copy and paste the QR code into whatever document or
presentation you’re making
To scan:
1. Download the free app “i-nigma” on your smartphone
2. Open i-nigma and scan the QR code

7. Linking Directly to a Picture Found
Online
1. Right click on the image
2. Select “Copy Image Address”
3. Paste the image address in http://qrcode.kaywa.com

8. Making Audio QR Codes
 Register for a free account at www.audioboom.com
 Record short audio clips and link their individual websites to a QR
code
 Some ideas for what you can record:
a. Reading students’ written sentences for dictation and error
correction
b. Describing different pictures for matching to similar pictures
c. Bits of a news report or podcast for audio reordering
d. Reading a poem for rhythm shadowing practice
e. Song samples for gap-filling exercises

9. Fill-in-the-gap

10. Classroom Examples
 Pronunciation in groups
 Listening for main ideas and details
 Describing a picture or process
 Activating schema
 Error correction
 Skimming and scanning
 Review activities
 Using context clues to put audio snippets in order
 Adding a layer to synthesis tasks

11. Rhythm Practice

12. Synthesis

13. Listening for Main Ideas and
Details

14. Note-taking

15. Skimming and Scanning

16. Other Ideas
 Include a QR code on all handouts for post-lesson
review
 Instead of pasting a black-and-white image to an
article, include a QR code of the picture
 If you don’t use a website to give homework
assignments, hand out a small piece of paper with a
QR code and task

17. Post-lesson Review and
Homework

18. Potential Issues
 Students must have smartphones (but not necessarily
every single student)
 The class can get a little noisy if not structured carefully
 There is a limit to the amount of text you can put into a
QR code before the QR code becomes impossible to
scan
 “Use technology to support the pedagogical goals of
the class and curriculum” (Brown, 2007, p. 200)

19. References
Brown, H. D. (2007). Teaching by principles: An interactive
approach to language pedagogy. White Plains, NY: Pearson
Education.
Hafernik, J. J., & Wiant, F. M. (2012). Integrating multilingual students
into college classrooms: Practical advice for faculty. Tonawanda, NY:
Multilingual Matters.
Peacock, M. (1997). The effect of authentic materials on the
motivation of EFL learners. ELT Journal, 52(2), 144-156.
Reid, J. (2006). ‘Eye’ leaners and ‘ear’ leaners: Identifying the
language needs of international students and US resident writers. In
P. K. Matsuda, M. Cox, J. Jordan & C. Ortmeier-Hooper (Eds.),
Second-language writing in the composition classroom: A critical
sourcebook (pp. 76-88). Boston, MA: Bedford/St. Martin’s.

20. Thank you!
Questions?
Free free to contact me:
tristan.c.thorne@gmail.com