ΤΕΙ ΘΕΣΣΑΛΟΝΙΚΗΣ/ LINGUA PROGRAM Lingua Action 2-Development of Tools and Materials Re: 90085-CP-1-2001-1-GR-LINGUA-L2 Project: HelloNet (http://hellonet.teithe.gr) HelloNet: Hellenic Enjoyable Language Learning on the Net 1. Short Summary HelloNet is a three-year Lingua project aiming to offer on-line Greek courses for exchange students in higher education. The main objective of this project is to maximize the number of incoming students to a Greek institution by minimizing the lack of information about Greece and the fact that Greek is one of the least spoken European languages. In order for language barriers to drop the HelloNet project has started developing on-line language courses for the teaching of elementary Greek to university students. This educational material consists of a multimedia intensive course supported by web-based extensive services (web site, e-mail, newsletter) with information about Greek educational institutions and various useful links about the host country. Also, part of the project is the development of thematically restricted computer games and reference tools for the Greek language; a lexicon, a grammar reference and reference about the historical background of the host country. The project's outputs will facilitate incoming students to smoothly integrate in the Greek academic and social life and raise awareness of the Greek culture. It will also help staff involved in monitoring mobility programs. Moreover, the project aims at representing a linguistic model whose potential will be to be adapted to all languages and to serve as a pattern for the production of online teaching materials as well as for the building of educational websites. The institutions involved in HelloNet are: Technological Educational Institute of Thessaloniki, GR (the co-ordinating institution), Technological Educational Institute of Athens, GR, Universiteit Gent, BE, Universite de Liege, BE, Leader, Lingua Formazione Comunicazione Interculturale, IT, Sociedade da Lingua Portugesa, PT, Institut Universitaire de Formation des Maîtres de Bourgogne, FR, Institut des Sciences et Techniques des Aliments de Bordeaux, FR, Universidad Politecnica de Valencia, ES and A. Amanatidou O.E. Grafikes Tehnes. 2. Introduction Education traditionally involves a teacher delivering information to students in the same room at the same time. However, as we move into the new millennium, enabled by recent technological developments in communications technologies, new forms of learning are currently emerging and have become part of the educational landscape (Harasim 1993). More specifically, there exists an education form where teachers and learners can choose the method of teaching that suits them best and where the same location is not as important to the learning process; this is the interactive classroom for distance education, a place tailored to A. Bousoulenga HelloNet 1 specific needs which makes extensive use of information and communications technologies. The case of distance education lacks the physical presence of the teacher whose absence is what distinguishes, as mentioned above, this form of learning from the traditional one. However, the physical absence does not imply that there exists no contact between tutors and students. Technological developments have enabled tutors to communicate with each other in other ways, i.e. electronic mail and computer conferencing. Another distinguishing point about distance education is that learning materials are specially designed and developed for use by distance learners. Those materials have features as clearly stated objectives, advice about how to study and make use of the reference materials, meaningful input and helpful examples (Hegarty, M., Phelan, A. & Kilbride L. eds.1998). In the present case, HelloNet has developed Greek language teaching materials based on principles for language teaching and on proposals for developing multimedia, grounded in SLA research (Chapelle, 1998). The material is aimed at developing language skills of listening comprehension, reading and writing and the level targeted can be estimated as beginners. 3. Presentation The course consists of 21 lessons; one introductory, 16 basic and 4 revision ones. Before moving on to the lessons, the user has the possibility to select his/her language by clicking on the icon with the flag of his/her country. This means that all units are translated in English, Portuguese, Spanish, Italian and French. To be more specific, the introductory unit presents students with the Greek alphabet. The user can navigate through it simply by clicking on the links on the left side menu. This unit includes information about the vowels and consonants of the Greek language and some practice exercises on them. Now, as for the 16 basic units, every one of them is divided in five parts; Presentation, Glossary, Practice, Grammar and the story of Carmelo. The first part, Presentation, includes ‘Texts’ presenting a specific communicative situation and ‘Useful expressions’ of the same situation. It is important that you could use the vocabulary and expressions of the Texts. The input of ‘Useful expressions’ should be studied but not necessarily used. The second part is the Glossary. It includes every single word and expression of the ‘Texts’. The third is the part of Practice. It includes a ‘Main Text’ followed by ‘Reading Comprehension Exercises’ where you are called to practise the things you’ve learnt at Presentation and also to check on your level of comprehension of the ‘Main Text’. The fourth part is the presentation of the Grammar. It is divided in the part of the Theory and that of Practice exercises. The Theory part presents meaningful input and not just grammatical rules. Also the presence of Athena here makes it a lot easier for you to understand the grammar of he Greek language. We should also mention that the units include two forms of exercises; Reading Comprehension exercises and grammar practice. A. Bousoulenga HelloNet 2 The last part of the units gives you the opportunity to follow the story of our hero, Carmelo, a boy from Spain who comes to Greece as a mobility student just like you! Carmelo has to deal with difficult situations and problems but finally he pulls through and has a wonderful time. Moreover, the project offers reference materials, a lexicon and a grammar reference. 4. Pedagogical and didactic approaches The employment of computers in education and research has become a reality and numerous investigations have been conducted examining the educational potential of CALL and how much students gain linguistically from working on it. To be more specific, previous research suggests that information and communication technologies in language teaching can facilitate communication (Cooper & Selfe 1990), reduce anxiety (Kern, 1995; Sullivan 1993), increase oral discussion (Pratt & Sullivan, 1994), develop the writing/thinking connection (Warschauer, Turbee, & Roberts 1996), facilitate social learning (Barker & Kemp, 1990), promote egalitarian class structures (Cooper & Selfe 1990; Sproull & Kiesler 1991), enhance student motivation (Warschauer 1996a), improve writing skills (Cohen & Riel 1989; Cononelos & Oliva 1993; Warschauer 1996b) and finally result in higher productivity (Warschauer & Meskill 2000). The major learning theories that have influenced so far the production of the present software material are the Communicative Approach and the most recent of Constructivism. Those methodologies fall into the categories of Cognitive and Socio-cognitive Approaches both of which have implications in the integration of technologies in the language classroom (Warschauer 1996b). Contemporary educators who view learning as interactive, discursive, and situated have argued that well-designed online environments may be particularly suited to provide the socio-cognitive support for learning seen as fundamental to constructivist pedagogies (Lapadat 2002). In the past, programs accommodating the Behaviourist Approach followed the grammar-translation method- in which teachers explained grammatical rules and students performed translations- and focused on error correction without taking into account the mental processes that occurred in learning (Warschauer & Meskill 2000). Exercises based on these programs worked on a ‘Wrong - Try again’ model and did not aim at encouraging the student to communicate. In contrast, in the case of programs influenced by the Communicative Approach we have examples of communicative tasks that focus on the communicative aspects of the L2, rather than its linguistic ones, and emphasise student engagement in authentic meaningful interaction. Also, the Constructivism approach is associated with learning and teaching that involves multiple perspectives, authentic activities and real-world environments. Constructivism calls for the elimination of grades and standardised testing. Instead, assessment becomes part of the learning process so that the students start judging their own progress (Jonassen 1995). Moreover, according to Lebow (1993), one of the 7 values of the constructivist framework is personal autonomy, a basic element of the Student-Centred Learning approach which argues that more effective learning is generated when students take responsibility of their own A. Bousoulenga HelloNet 3 learning as they have different learning needs and styles and make use of various learning strategies (Papert 1993). Consequently, we have tried to transfer the principles mentioned above into the design of the HelloNet corpus. One way was by means of materials which are put in the context of authentic and semi-authentic real-world based situations supported by authentic tasks. Also, it incorporates flexible feedback mechanisms and we wish in the future it would include a database system for tracking user performance. In addition to the methodological principles for language learning and teaching, Chapelle’s (1998) ‘Seven hypotheses relevant for developing multimedia CALL’ were seriously considered: 1. The linguistic characteristics of target language input need to be made salient for input enhancement. 2. Learners should receive help in comprehending semantic and syntactic aspects of linguistic input. 3. Learners need to have opportunities to produce language output. 4. Learners need to notice errors in their own output. 5. Learners need to correct their linguistic output. 6. Learners need to engage in target interaction whose structure can be modified fro negotiation of meaning. 7. Learners should engage in L2 tasks designed to maximise opportunities for good interaction. We have seen so far that in order for HelloNet to be effective for language learning, it integrates methodological principles that are well grounded in SLA theories. 5. Aims and objectives As already mentioned, the objective of the proposed project is to cover the needs of European University students to learn basic Greek language communication skills before taking part in a mobility exchange program, and to have a systematic source of information about Greek educational institutions and the Greek academic life and culture. Within this framework, HelloNet (Hellenic Enjoyable Language Learning on the Net) is website which provides: a) on-line distance learning educational material for the teaching of elementary Greek to university students; a multimedia intensive course (with text, audio, video) and other materials supported by web-based services (i.e. e-mail, IRC etc) in a user-friendly environment and free of charge. b) web-based extensive services with information about Greek institutions and various useful links. This information will facilitate incoming students to smoothly integrate in the Greek educational and social life and raise awareness of the Greek culture. It also helps staff that is involved in monitoring mobility programs. Information is provided in all partners’ languages and in English. The course is provided free of charge to students of European universities as the aim of the project is mainly educational and not commercial. The project is developing a model with a two-fold use: tailor-made courses to teach a European language to mobility students and a website unique in its form whose information meets the needs of the target group. This model when finished A. Bousoulenga HelloNet 4 could be adapted to all European languages and serve as a pattern for the production of educational material as well as the building of similar websites. With the integration of computer tools and the Internet, the project promotes the acquisition of language skills, the understanding of different cultures and strengthens the European dimension in education. It helps to encourage educational exchanges, promotes distance learning and the diffusion of information and uses information and communication technologies and innovative language learning teaching tools in the educational environment. It encourages the sharing of best practices, as it is developed in cooperation with other partners. It produces teaching materials for clearly defined target groups and will produce language tools that are underrepresented in the market. The material produced helps the target group to meet the requirements of particular situations and contexts and is generic and not ESP. It improves the distribution and availability of products because being available on the net, it is accessible from any computer, any time 24hrs/day. Last but not least, the project is innovative because: it develops teaching materials for a specific target population it uses new technologies it fills a commercial gap as there is no such material available in the market it is available and accessible 24/hrs a day from anywhere it uses a variety of teaching means it promotes one of the less taught European languages it defines new roles for teachers and students it raises cultural awareness. 6. Design Principles Design, preparation and programming of the present computer-based platform entailed more time in the development than the people involved ever estimated. There has been a clear attempt to bring together a variety of multimedia functions in a pedagogically effective way. In order for the material to be appropriate for language learning over distance the importance of interaction was primarily taken into consideration. Thus, the core for interactive communication is a strong message and a clear presentation (Kristof & Satran 1995). It is our belief that HelloNet presents learners with a user-friendly interface. The program is easy to navigate and provides the essential elements of on screen help and exit features. Also, a further feature is the presence of reference materials of grammar and a glossary. Moreover, it provides learners with audio input recorded by native speakers in an attempt to expose them to a variety of accents. Another positive element is the presentation of paralinguistic features supported by appropriate cultural information. However, we should accept the fact that being used as a material over distance it would not be valuable for the development of oral communication fluency. A variety of task types are used; true/false, multiple choice, gap filling etc. Feedback is instantaneous and in the form of green ticks and red crosses. The learner may take a look at the answers of each task simply by clicking on the key icon and then move on to performing the tasks for as many times as he/she pleases. A. Bousoulenga HelloNet 5 Last, the material in an attempt to be more appealing to the target group, includes some computer games that during the learning activities the learner can stop, play at any time and then go back to the lessons. The theme of those games is influenced by the Greek mythology. 7. Evaluation At this point, we should mention that within the framework of HelloNet program we have conducted a formative evaluation during the development process where students (users) and colleagues were consulted about both the usability and learnability of the first two trial lessons. People involved in the survey had to answer 19 questions of a questionnaire distributed to them via e-mail. In total 25 respondents (male and female) replied, 20 of foreign institutions and 5 Greek. Also, the questionnaire consisted of both questions with yes/no answers, as well as open-ended ones which expected suggestions and comments from the people asked. The outcomes of the survey have been of great help to the designing and building of the lessons of the specific program. The evaluation has been conducted for more than a month. As feedback was taken under serious consideration various changes were immediately made. Therefore, not every person asked has evaluated exactly the same product. In sum, most users were optimistic about the course and enthusiastic not only with its material, but with its well-structured design as well. Indeed, while there is a need to make students enthusiastic about the subject matter, it must be remembered that depth of learning is a desire to understand. It is not the same as enthusiasm for the subject. With reference to the above, a considerable percentage believes that the material of the course is well organized, aiming at developing the language skills of listening comprehension, reading and writing. It is also believed that IT has the capacity to allow for variation in ways of practicing and getting immediate feedback which would lead to assessment for deeper learning, while at the same time it promotes autonomous learning. However, consistently on the questionnaires, remarks indicate a need for further clarifications mainly about the objectives of the course and its philosophy. Therefore, we can make students aware of the approaches to learning and get them to think about how they study, and perhaps then they might adopt a more responsible approach to assessment. Among the ideas brought towards this dirction, is the existence of an on-line tutor or the creation of a discussion forum where students from different countries could share their impressions and ideas in regard to the course. Last but not least, in discussion it was felt that a more comprehensive approach on the cultural and sociological aspects of the Greek society would complement the course. 8. Conclusion In conclusion, given the fact that appropriate use of new technologies provides students with opportunities for autonomous learning and allows for a more integration of language, content and culture (Warschauer 2000), the HelloNet project is making an attempt to promote the Greek language. Greek, being one of the less spoken and taught European languages is considered an obstacle to Erasmus students who might have chosen a Greek institution for an exchange A. Bousoulenga HelloNet 6 program. For this purpose, we at HelloNet have built a site offering lessons of the Greek language supported by information about Greece. Those lessons have been designed based on methodological principles for language learning and teaching and on proposals for developing multimedia, grounded in SLA research (Chapelle 1998). We are very well aware of the fact that using and implementing information and communication technologies in language learning demands substantial commitments of time and money and brings no guaranteed results. However, it is our hope that the present project will meet its aims and objectives and that we will soon welcome more European students at our institution. References Barker, T. T., & Kemp, F. O. (1990). Network theory: A postmodern pedagogy for the writing Classroom. In C. Handa (Ed.), Computers and community: Teaching Composition in the twenty-first century. Portsmouth, NH: Bonyton/Cook Publishers. Chapelle, C. (1997). Call in the year 2000: Still in search of research paradigms? Language Learning & Technology, 1(1), 19-43; available at http://llt.msu.edu/vol1num1/chapelle/default.html Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed LA. Language Learning & Technology, 2(1), 22-34; available at http://llt.msu.edu/vol2num1/article1/index.html Chomsky, N. (1986). Knowledge of language: Its nature, origin and use. New York: Praeger Cohen, M. & Riel, M. (1989). The effect of distant audiences on students. American Educational Research Journal, 26(2), 143-59. Cononelos, T. & Oliva, M. (1993). Using computer networks to enhance foreign language/culture education. Foreign Language Annals, 26, 252-34. Cooper, M. M., & Selfe, C. L. (1990). 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Bousoulenga HelloNet 8 APPENTIX 1 EVALUATION QUESTIONNAIRE 1. Do you find the platform user friendly? YES NO OTHER (PLEASE EXPLAIN) 2. Is navigation easy and flexible? YES NO OTHER (PLEASE EXPLAIN) 3. Is it easy for someone with minor computer skills to make use of it? YES NO OTHER (PLEASE EXPLAIN) 4. Are graphics/ symbols clear to the user? YES NO OTHER (PLEASE EXPLAIN) 5. Is the layout (use of colours, fonts, icons) appealing to you? YES NO OTHER (PLEASE EXPLAIN) 6. Are instructions understandable? YES NO OTHER (PLEASE EXPLAIN) 7. Is the language input meaningful? YES NO OTHER (PLEASE EXPLAIN) 8. Is audio input clear and easy for you to reproduce the sounds? YES NO OTHER (PLEASE EXPLAIN) 9. Do you find comprehension tasks and language activities useful? YES NO OTHER (PLEASE EXPLAIN) 10. Are you satisfied with the range of activities? YES NO OTHER (PLEASE EXPLAIN) 11. Do you find feedback immediate and adequate? YES NO OTHER (PLEASE EXPLAIN) 12. As far as exercises are concerned, would you rather been scored? A. Bousoulenga HelloNet 9 YES NO OTHER (PLEASE EXPLAIN) 13. Do you find the reference materials complete and sufficient? YES NO OTHER (PLEASE EXPLAIN) 14. Do you think you would you use the reference materials often? YES NO OTHER (PLEASE EXPLAIN) 15. Apart from videos that are not loaded yet, what else would you rather get at an on-line course? (Please be specific) 16. Do you feel that the specific software offers you free choice of what to watch and listen to and how much? YES NO OTHER (PLEASE EXPLAIN) 17. In general, do you think that this package promotes autonomous learning? Do you think you can work on it at your own pace? YES NO OTHER (PLEASE EXPLAIN) 18. Do you have any suggestions to make? 19. Do you have any comments? A. Bousoulenga HelloNet 10