Computer-Assisted Language Learning: Changing Perspectives, Changing Uses LANSPAN Presentation 22 February 2005 Sake 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 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 Clear pay off: Immediate feedback, adaptation to student weaknesses and endless practice Primarily tutorial use: replaces teacher in a number of respects 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 Environmental vector 1 Threshold (success) Educational Effectiveness Ease of use Engagement 3-E Vector sum 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) Interesting new possibilities E.g. http://kubnw8.uvt.nl/dtk/Webquest%204/ 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) Blake, R. (2000). Computer mediated communication: a window on L2 Spanish interlanguage. Language Learning & Technology, 4, 120-136. Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press. Chen, T. (2003). Reticence in class and on-line: two ESL students' experiences with communicative language teaching. System, 31, 259-281. Collis, B. & Moonen, J. (2001). Flexible Learning in a Digital World. Abingdon, Oxon: RoutledgeFalmer. Corda, A. & Jager, S. (2004). ELLIPS: providing web-based language learning for Higher Education in the Netherlands. ReCALL, 16, 225-236. Doughty, C. & Long, M. (2003). Optimal psycholinguistic environments for distance foreign learning. Language Learning & Technology, 7, 50-80. Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press. Felix, U. (1998). Virtual Language Learning: Finding the Gems among the Pebbles. Melbourne: Language Australia. Jager, S. (1996). HOLOGRAM: A Fully Interactive Environment for Grammar Teaching and Learning. In A.Gimeno (Ed.), Proceedings EUROCALL '95 (pp. 195-203). Valencia, Spain: Universidad Politécnica de Valencia. Jager, S. (1998). 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Websites Common European Framework of Reference: http://www.coe.int/T/E/Cultural_Cooperation/education/Languages/Language_Policy/Common_Framework_of_Ref erence 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/