Using Collaborative Technology Tools in the ESL Classroom
Randa Abdelmagid, Christina Massey & Melissa Tan, Virginia Tech
Jess Himic, University of North Carolina, Charlotte
Abstract: In Intensive English Programs, blended-learning enables the face-to-face
classroom to be supplemented with online content. In the physical classroom,
students can easily engage in collaborative learning activities. However, adding digital
content makes the learning environment even more robust and interactive, and
allows students to work at their own pace while maintaining a spirit of teamwork. This
session will focus on the use of electronic journals (E-journals), such as Penzu and
Moodle, which are effective in promoting collaborative learning. E-journals can assist
English as a Second Language (ESL) learners with their language acquisition. Unlike
oral in-class collaboration, E-journals give opportunities for self-reflection,
experimenting with new vocabulary, and developing writing skills. They also provide
a concrete, permanent record for students to refer back to as they build their
language skills. In addition, they can motivate learners and give them confidence to
engage in activities and tasks outside of the English-language classroom. Using this
technology also develops international students’ understanding of a learner-centered
teaching environment.
Literature Review
With so much research on the importance of developing 21st century skills for learners, focus has
been on the importance of literacy and information literacy in particular. The use of digital
technology, communication tools and/or networks appropriately to access, manage, integrate,
evaluate and create information in order to function in a knowledge economy is being embedded in
the education. Students are trained how to access information efficiently and effectively, evaluate
information critically and competently, and use information accurately and creatively for the issue
or problem at hand. In the past and for many years, foreign language teachers have used the
computer to provide supplemental exercises to develop students’ reading and writing skills. In
recent years, advances in computer technology have motivated teachers to reassess the computer
and consider it a valuable part of daily foreign language teaching (Higgins, 1993). Technology tools,
whether internet-based or software applications, can be an extremely useful resource for teachers
and learners of foreign languages. New technologies and applications allow students to become
more involved in their learning and gain more insight about the culture of the language that is being
taught (Saqlain, 2012). Studies have shown that using technology is very beneficial in learning, but
in order to promote successful learning, classroom tasks and activities must be meaningful, be
interactive, and have a clear purpose for the language student (Liu et al., 2002; Warschauer &
Healey, 1998).
Goals and Objectives
The main goal and objective of the session is for the participants to understand how to use Ejournals to provide a collaborative environment for their students. Participants will also become
familiar with specific features within the E-journal platforms that facilitate and develop a balance of
accuracy, fluency, and complexity in language learning, enabling students to become more active in
their learning process and to gain English-language skills.
Description of Practice
Presenters will demonstrate the use and benefit of various E-journal tools. Focus will be on the
following practices:
helping ESL teachers:
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create an online classroom for E-journals
assign context-based homework and activities
add additional content (photos, links, voice)
organize materials
comment and respond to students
evaluate and track student performance
helping ESL students:
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express original ideas in various streams of discourse
develop writing skills
create an identity; track, account for, and reflect on own learning process
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comment and respond to classmates in order to:
o negotiate meaning and produce comprehensible output
o strengthen vocabulary
o exchange information and establish interdependence
o think more deeply and more clearly
Discussion
The discussion will focus on the use of E-journals:
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as collaborative projects that will embed the concept of group work for foreign students and
the practice of active learning versus passive learning (which is prevalent in their home
countries)
as creative technology in expressive projects aimed at encouraging language production
while lowering students’ affective filters and creating a fun learning environment
as an environment that allows for self-reflection while practicing productive skills
to develop a greater understanding of modern, culturally-appropriate ways of
communication and interaction so that students can learn from and contribute to the online
world
to navigate western-oriented websites and online resources
References
Higgins, C. (1993). Computer-assisted language learning: Current program and projects. Retrieved
from http://www.cal.org/resource-center/briefs-digests/digests
Leloup, J. W. & Ponterio, R. (2003). Second language acquisition and technology: A review of the
research. Retrieved from http://www.cal.org/resource-center/briefs-digests/digests
Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based
technology use in second language learning: A review of the literature from 1990-2000.
Journal of Research on Technology in Education, 34(3), 250-273.
Saqlain, N. (2012). Technology and foreign language pedagogy: What the literature says. Retrieved
from http://www.educause.edu/ero/article/technology-and-foreign-language-pedagogywhat-literature-says
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language
Teaching, 31, 57-71.