Computer-Assisted Language Learning:Changing Perspectives, Changing Uses

LANSPAN Presentation

22 February 2005Sake Jager

University of Groningen

Overview

Introduction Research domain Model for technology implementation Hologram Current perspective CALL implementations and projects

Introduction

Faculty co-ordinator ICT and (Language) Learning Research into implementation of CALL CALL not yet integrated into the mainstream of

language teaching and learning Develop a framework for implementation Presentation of some essential components of the

framework

Research domain

University setting for language learning Computer-assisted language learning alongside face-to-face

opportunities for language learning; ‘blended’ environment CALL increases the number of options for language

learning CALL must provide ‘added value’ in e.g.

Effectiveness: The use of CALL increases the extent to which specific outcomes are achieved.

Efficiency: The use of CALL decreases the amount of resources used to achieve specific outcomes.

Appreciation: The use of CALL is rated positively by those using it. Interest in which options are chosen and why

Key components technology-enhanced learning

Institution

Implementation

Pedagogy

Technology

Based on Collis & Moonen (2001)

Hologram

Started 1993, still used today Designed for grammar teaching

German, English, French, Spanish Addressed following problems:

students did not get enough practice very few exercises could be dealt with in class students were poorly motivated, came to class

unprepared lacked knowledge of grammatical structure, concepts,

terminology

Hologram: Exercise

Ellips

Hologram implementation

Technology Clear pay off: Immediate feedback, adaptation to student weaknesses and endless practice Primarily tutorial use: replaces teacher in a number of respects

Pedagogy Compliance with language teachers’ beliefs No changes to grammar teaching Not a replacement of class-based instruction, textbook, exams No claims about grammar in relation to language learning

Implementation Teacher produced their own materials Saved teaching time, required development time Exchange of materials between institutions Bottom-up approach

Institution Payment for use of program (up to this very date!) Permanent support

Acceptance of technology

Predictors for acceptance: 4 E’s (Collis & Moonen 2001): Environment (institutional context) Educational effectiveness (perceived or

expected) Ease of use Engagement (personal response to technology

and change)

4-E Model

EducationalEffectiveness Ease of use Engagement 3-E Vector sum

Environmental vector 1

Threshold(success)

Current perspective

Technology: Rise of the Internet / WWW Emphasis on Communication: ICT Increased performance, access Standardization: shake-out of technology; course management systems

(Blackboard, etc) Pedagogy:

Shift from interaction with computers to interaction through computers SLA-basis (e.g. Chapelle, 2001; Doughty & Long, 2003; Ellis, 2003; Felix, 1998).

Task-based learning Meaning focus Focus on form Comprehensible input and pushed output Co-operative and collaborative learning Authenticity Learner fit

Current CALL implementations

Many CMC-based applications: Direct support for SLA-based principles Ideal for SLA-research

Reported effects Processes similar to oral communication Meaningful communication, incidental focus on form Implicit feedback, self-correction, correction of others Less teacher control, more student participation More time to think (communication in ‘slow motion’): greater accuracy, syntactic

variety Pedagogically effective Different spectrum of technology options than tutorial programs such as

Hologram Findings based on experimental settings

Current projects

Points of interest from latest projects VLE’s (Blackboard) well-suited for CMC-supported

task-based learning; CMC-based CALL not frequently used

Exception: Webquests (University of Tilburg) E.g. http://kubnw8.uvt.nl/dtk/Webquest%204/

Interesting new possibilities Horizon Wimba (spoken communication in Blackboard)

Continued demand for tutorial-like applications Ellips consortium

Current perspective cont’d

Implementation Shift to the university level; top down orientation Technology instruments at central level Teaching and learning support units at central level. ICT-services at central level

Institutional framework Strategy focus on differentiation (excellence), internationalization Emphasis on learning outcomes, competences Use of Common European Framework of Reference for Languages Testing and training of staff and students in English Proficiency

Challenges for implementation

Pedagogically motivated CALL, taking into account implementation strategies and institutional frameworks

Implementing for change, building on existing good practices

Setting up projects which relate directly to institutional environment: Language innovation programme Faculty of Arts Flexible learning for staff and students participating in

English language learning programs

References (1)

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Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press.

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Collis, B. & Moonen, J. (2001). Flexible Learning in a Digital World. Abingdon, Oxon: RoutledgeFalmer.

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References (2)

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References (3)

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Pellettieri, J. (2000b). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In M.Warschauer & R. Kern (Eds.), Network-base Language Teaching: Concepts and Practice (pp. 59-86). Cambridge: Cambridge University Press.

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Websites

Common European Framework of Reference: http://www.coe.int/T/E/Cultural_Co-operation/education/Languages/Language_Policy/Common_Framework_of_Reference

Digitalenklas: http://www.let.uu.nl/digitalenklas (to be replaced by http://www.ellipsconsortium.nl)

Ellips:http://ellips.let.uu.nl/ (user: owletteren1 [2-3]; pwd: ellips)

Hologram (description): http://www.rug.nl/let/voorzieningen/ictol/projecten/eerdereprojecten/hologram

Webquest University of Tilburg: e.g. http://kubnw8.uvt.nl/dtk/Webquest%204/