ICT and Language Learning:Making Connections between Theory and Practice

Århus Business School

8 November 2003

Sake Jager

University of Groningen

Presentation

Practice Role of experts in ICT and language learning and

teaching Rationale for using ICT Different perspectives on ICT Example: Blackboard at the University of Groningen

Theory: SLA and CALL Network-based language teaching Multimedia CALL

Conclusion

Role of experts

Make connections between the use of computers and language learning

Personal teaching context Connection between pedagogy and technology

Institutional context Guide and assist colleagues Convince management Connection between individuals and groups whose

interests may be different

Theoretical basis for ICT

Computer does not make a difference, but practices of use Technology facilitates:

Exposure to ‘authentic’ language Access to wider sources of information and varieties of language Opportunities to communicate with the outside world A learner-centred approach Development of learner autonomy

(from: ICC Report on Teaching of Foreign Languages) ‘Practices of use’ implies taking into account different

points of view

Management perspective

Educational profile Changes in society; job requirements Competitiveness: attract more students ICT-literacy and staff professionalisation Standardization

VLE’s from a management perspective

“The presentation of the material and the general look and feel of the web site can only be modified slightly – the basic structure of the site remains the same. While this uniformity cheers the hearts of IT managers and university administrators, whose lives are thereby simplified, it might not provide the best organization for specific needs or the purposes of individual instructors.”

(Godwin-Jones 2003:46)

Education experts’ perspective

General, not language-specific expertise New teaching and learning concepts:

communities of learners learner portfolios group collaboration

Not always easy to make them work with teachers

Teachers’ perspective

Growing awareness of potential of ICT Concerned about content, meaning as well as

form Computers should be time-saving Expect “computer-as-tutor” functions

Students’ perspective

General ICT-skills, not language-specific Not often familiar with new learning

concepts Technology should make language learning:

Easier Faster More fun

Blackboard at University of Groningen

One single VLE for the entire university Basic training and support for administrative

functions Primary use for course organisation, not for

teaching innovation Increase in literacy and computer use with staff Pedagogy and course re-design promoted through

individual counselling Integration of specific CALL tools

Blackboard for Italian

Second Language Acquisition and CALL

SLA researchers and teachers: common interest, different perspective SLA: How L2 learning takes place Teachers: How learners can be helped to learn

and how successful learning is(Ellis 2003)

No longer emphasis on structure and accuracy but on meaningful language use

Network-based language teaching(Warschauer and Kern)

Shift from interaction with computers to interaction with other humans via computers

Meaningful interaction in authentic discourse communities

Task-based, authentic, collaborative language learning: email tandem webquests producing web pages synchronous and asynchronous discussion boards

NBLT and Interactionism

Interaction Hypothesis (Michael Long): Negotiation of Meaning Breakdown in communication Momentary attention to form Modification of input and output beneficial for language

learning

Online communication is ideal for interaction studies because of the recorded input

NS Recast and Learner Clarification Request

NS: ok, che fai nella vita? ok, what do you do in life?L: studio all'universita I study at universityNS: cosa? lingue? what? languages?L: il giornalismo e anche un corso dell'italiano journalism and also a course in the italianNS: d'italiano in italianL: ah si oh yesL: grazie thanksL: ancora sono stanca I'm still tiredNS: prego you're welcomeNS: ci sono abituato I'm used to itL: non capisco… I don't understandNS: avevo la ragazza americana I had an American girlfriend and e all'inizio la correggevoand at the beginning I used to correct herL: ah ok, ho capito oh ok, I understand

From: Tudini, Vincenza. "Using Native Speakers in Chat." Language Learning and Technology 7.3 (2003): 141-59.

Findings

Beneficial attention to form does occur indeed

Higher participation of reticent speakers Greater preparation time: fewer mistakes Less teacher control

Limitations

No spoken language But new possibilities on the horizon (e.g Wimba)

Communication as end ≠ communication as means

Peer feedback may be insufficient for mastery; tutor feedback has to be provided

Screenshot Wimba

Multimedia CALL

Interaction with the computer Tutor functions Tailor input to individual needs Provide sophisticated feedback

Beyond the-state-of-the-art of current technology (especially Intelligent CALL)

Screenshot Talk to me

Realistic scenarios

Use proven technology in pedagogically appriopriate ways

Vocabulary program based on current vocabulary acquisition theory (Tschichold) Different forms, metaphors, different contexts Spaced revision Advanced feedback

Many existing programs may be used in such a way that they support current pedagogic approaches

Different uses of Hot Potatoes

Hot Potatoes: popular tool Often used in teacher-centred structural approaches Also suitable for student-centred task-based

approach Students design exercises on grammar points in pairs Focused task: communication and negotiation central Attention to form

Screenshot Hot Potatoes

Conclusion

ICT and language learning specialists: Help teachers make informed choices from the

wide range of technologies available Help management make decisions in the true

interest of language learning Make connections between technologies,

pedagogies and the people that use them

Final words

Good luck!

References

Chapelle, Carol A. Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing and Research. Cambridge: Cambridge University Press, 2001.

Ellis, Rod. Task-Based Language Learning and Teaching. Oxford: Oxford University Press, 2003.

International Certificate Conference. The Impact of Information and Communications Technologies on the Teaching of Foreign Language and on the Role of Teachers of Foreign Languages. 2003. Frankfurt/M, Germany, ICC.

Kitade, Keiko. "L2 Learners' Discourse and SLA Theories in CMC: Collaborative Interaction in Internet Chat." Computer Assisted Language Learning: An International Journal 13.2 (2000): 143-66.

References (cont’d)

Nation, I. S. P. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press, 2001.

Nunan, David. "A Foot in the World of Ideas: Graduate Study through the Internet." Language Learning and Technology 3.1 (1999): 52-74.

Pica, T. "Tradition and transition in English language teaching methodology." System 28 (2000): 1-18.

Tudini, Vincenza. "Using Native Speakers in Chat." Language Learning and Technology 7.3 (2003): 141-59.

Warschauer, M and R. Kern. Network-Based Language Teaching. Ed. M Warschauer and R. Kern. Cambridge: Cambridge University Press, 2000.