ETEC 532 Final Paper: Technology in the Second Language Acquisition Classroom

University of British Columbia

By Nicholas Graves

Words - 2476

Technology in the Second Language Acquisition Classroom

The goal of the Second Language Acquisition (SLA) classroom is to construct a safe environment that allows for learners to interact with and examine a second language (L2) on their own terms. In the traditional SLA classroom this can be quiet difficult to manage; however utilizing technology and integrating it into the curriculum can maximize authentic participation with the L2. This can be done in many ways but perhaps the three that are the most effective are through computer-mediated communication (CMC), video and multimedia story production and the use of interactive video and websites.

Second Language Acquisition Pedagogy

Technology is a tool and in understanding how it can be beneficial for the SLA classroom one must first understand the best practices of the SLA classroom. Learning a second language requires extensive authentic participation in the L2. In the SLA classroom authentic participation can be defined as extensive engagement with the L2 in away that recognizes the individual learner and applies to the real world. In an extensive review of current SLA pedagogy Ellis (2005) developed ten principles that highlight the most effective practices of the SLA classroom:

1. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule based competence.2. Instruction needs to ensure that learners focus predominantly on meaning.

3. Instruction needs to ensure that learners also focus on form.

4. Instruction needs to be predominantly directed at developing implicit knowledge of the L2 while not neglecting explicit knowledge.

5. Instruction needs to take into account the learners built-in syllabus.

6. Successful instructed language learning requires extensive L2 input.

7. Successful instructed language learning also requires opportunities for output.

8. The opportunity to interact in the L2 is central to developing L2 proficiency.

9. Instruction needs to take account of individual differences in learners

10. In assessing learners L2 proficiency it is important to examine free as well as controlled production.

All of these principles can be enhanced by technology, however principle 2, 3, 5, 6, 7, 8, and 9 can be utilized in the most cost effective manner and are at the core of authentic participation. Ellis (2005) notes Language use is not language acquisition, only a means to it. For authentic participation to occur the interaction in the L2 must be adapted to the social perspectives of the learner (Chapelle, 2004). The social perspectives of the learner can include their race, class, age and significantly, their perceived position in the classroom (Pica, 1997). Mitra (2003) also emphasizes the social nature of language learning and specifically the collaboration that can take place during group language learning activities. Authentic participation in an L2 as such is as dependent on the environment and the context in which it takes places, as it is on the interaction itself.

Computer-Mediated Communication

Authentic participation, like computer-mediated communication (CMC) is not limited to time or space. The only things necessary for CMC to happen are an Internet device, such as a computer, a tablet, or a smart phone, a connection to the Internet, and someone to communicate with. CMC provides the opportunity for both written and spoken communication that can be delivered asynchronously or synchronously. With this wide variety of options CMC provides an excellent opportunity for generating authentic participation in the classroom. Despite all the advantages that CMC offers the SLA classroom however, it is limited by the activities it is used for, and must be underwritten by a strong and purposeful task. These tasks must stem from the best practices of SLA pedagogy; in particular they must recognize students individuality and be based in real world application.Synchronous written communication is one of the most effective uses of CMC in the SLA classroom as it forces learners to negotiate both form and meaning during a learners interaction with the L2. Blake (2000) has done significant analysis of these types of interactions and has found that they allow learners to identify gaps in their learning and to rework the form and structure of their writing to provide greater clarity. The relative freedom and safety of writing responses instead of speaking them in class provides students with an environment that minimizes embarrassment and emphasizes collaboration. To make the best use of this type of communication, activities should be based around these benefits and provide L2 learners the opportunity for cooperation, negotiation, and a convergence of resources in completing the task (Blake, 2000). Jigsaw and problem solving activities are examples of interactions that work well with synchronous written communication.Computer-mediated communication is not perfect and does have its drawbacks. One of the biggest drawbacks is the lack of oral production and a limited growth in the learners ability to better understand the spoken word. (De La Fuente, 2003). This can be mitigated by the inclusion of CMC activities that utilize synchronous spoken communication. This can be done in conjunction with written activities or independently, either way it is an easy way to increase the effectiveness of the SLA classroom. Another drawback of CMC is that it can overly focus on negotiating meaning and neglect grammatical form (Chapelle 2007). The main cause of this neglect tends to be that task completion focuses more on understanding and creating a response than on proper grammar in communication. This could be overcome by placing an emphasis on grammatically correct discussions, however this may reduce the effectiveness of the overall communication. As such it might be more efficient to ignore the neglect to grammar in these activities and instead incorporate grammar practice into other venues.In examining the ways that CMC can be used in the SLA classroom it is clear that it provides many ways to incorporate and enhance authentic participation. Also by providing the ability to overcome obstacles of space and time it can create many more opportunities for learners to interact and increase their input and output of the L2. To get the most out of CMC, activities must be constructed to emphasize SLA pedagogy, particularly on allowing learners to express themselves through their own language and in real world situations, and by emphasizing the collaborative negotiation of meaning. At the same time the limitations of CMC must be considered and complimentary activities must take place to compensate for the grammatical deficit.Video and Multimedia Story Production

Similar to the Constructivist classroom, authentic participation can work best when learners are creating personalized artifacts. Video and multimedia story production provide an excellent opportunity for L2 learners to engage in activities that support many of Ellis (2005) principles. Technology based story telling allows for students to work collaboratively in the negotiation of story form and meaning, encouraging them to get immersed in the language. Story telling has often been used in SLA classrooms and is seen as an effective way to engage with a L2, by coupling it with technology the process becomes easier to implement and more effective in execution.

There are two common types of technology based story telling that are currently occurring in the SLA classroom, video production and multimedia story production. In video production learners are making short films based on skits or dialogues. The process can be very time consuming depending on the length of the video and the amount of post-production added to the video. Multimedia story production is typically created and shared on websites but can also be done through software like PowerPoint, Keynote, or Moviemaker. Using a story building website or software learners can build stories either alone or in small groups. These stories can include pictures, music, and video to help create an authentic atmosphere.Language learning is a very individualized process, and students progress along different natural paths (Ellis, 2005). Video and multimedia story production allows learners to create situations that allow them to utilize real world language in personalized situations (Nikitina, 2011). When producing a video in the SLA classroom, learners have the opportunity to build an authentic world using real-world locations and language, props, and post-production elements such as music. This allows for students to become fully immersed in the language and for meaningful retention of the language (Goulah, 2007). The process of world building also helps to shift learners from simply practicing their language skills to actually employing them (Nikitina, 2011). Non-technology based story telling can also create an immersive environment, but technology allows for this immersion to be more immediate.Video and multimedia story production can be done alone or in groups, but is often most effective when there is a certain amount of collaboration (Goulah, 2007). Collaboration and discussion allow L2 learners to negotiate meaning; by telling a story in groups learners are forced to develop meaning together and in doing so develop a better understanding of the L2. (Mitra, 2003) Unlike in computer-mediated communication where negotiation of meaning lead to neglect of grammatical form, video and multimedia story production allows learners to focus on both meaning and form (Nikitina, 2011). Traditional story telling activities also allow for learners to work together collaboratively and discuss the meaning and form of the L2, but the protracted nature of video and multimedia storytelling allows for greater accuracy in the final product.There are limits to both video production and multimedia story telling. Video production can be very time consuming, especially as students become more immersed in world building. Though this is a very good thing, it can be difficult to dedicate so much time to this activity in the traditional SLA classroom. It is also necessary to have some technological expertise to develop activities that require video-production, and this can limit extensive use of it in the SLA classroom. Multimedia story telling is much easier to access and is much less time consuming, but with this comes a limit to how personalized the world building can be. Whereas video allows learners to be part of the video and the language, in multimedia story telling learners typically use stock images and constructs to build a world they cannot join. It can also be more difficult to make multimedia story telling activities collaborative as interfacing with a computer is a much more solitary process than shooting video.Story telling will always be a common and successful method of L2 learning in the SLA classroom, however by utilizing technology educators can make story telling more personal and more collaborative (Goulah, 2007). Technology also allows for a greater immersion in the L2 as it allows for learners to negotiate meaning and grammatical form in a very steady and deliberate way (Nikitina, 2011). There are obstacles to implementing video and multimedia story production in the SLA classroom, but as educators get a better feel for technology and classrooms become more open and collaborative these obstacles will become easier to overcome.Interactive Video and Websites

Authentic participation in the SLA classroom is at its core based on the idea of interacting with the L2 language, however it is not always possible for a L2 learner to have a person around to interact with.. Interactive videos and websites provide a great opportunity for learners to engage with the L2 at their own pace and on their own time frame. They can be used individually or collaboratively, and can be used in the SLA classroom or outside of it. This freedom from constraints of time and space, as well as their relative low cost are among their strongest features.There are a large variety of interactive videos and websites available to the L2 learner. Most of these are easily accessible on the Internet and are either free or charge a small fee; for example duolingo.com provides free training in four languages, and LiveMocha.com provides both a free and paid service. They all do things differently and have different focuses, but in general they give you an opportunity to interact with the L2. Interactive videos tend to be subtitled and require you to complete an activity based on what occurs in the video. Most interactive websites operate in similar ways but provide more immediate feedback than a video. Both can be used in collaborative fashion but are typically developed to work for individual users. Depending on the activity both interactive videos and websites tend to focus on written output, but normally also include extensive oral production as well. In general though both provide learners numerous opportunities to interact with the L2 in multiple engaging contexts.

The SLA classroom needs to provide opportunities for learners to focus on a combination of meaning and form. Interactive videos and websites provide the opportunity to do both. (Ellis, 2005) When viewing subtitled videos students can observe the action and connect it to the meaning of the words. They can also watch the form of the language through the accompanying subtitles. Since videos can easily be viewed multiple times leaners have a greater opportunity to focus their learning depending on their individual context (Arslanyilmaz & Pedersen, 2010). Interactive websites also provide the opportunity to examine form and meaning, and because they have the ability to give almost instantaneous feedback allow for learners to easily negotiate input and output of the L2 (Chapelle, 2007). It is the ability of the learner to view content and when comprehension breaks down, immediately review, repeat or ask for help that makes these technologies such powerful tools in building understanding.Interactive videos and websites are not complete tools and need to be used in conjunction with other materials to be effective in the SLA classroom. Their strengths lie not only in their ability for learners to focus on form and meaning but also on their interactive nature. By engaging the learner in authentic participation these technologies become powerful tools that can be more useful than traditional textbooks (Tsou et al., 2006). They are also cost effective and can be used at the learners convenience providing greater opportunity for interaction with the L2. If their limitations are recognized they can easily be integrated into almost any SLA classroom in an effective way.Conclusion

Like all tools, the strength of technology in the SLA classroom is limited by the ways in which it is used. Computer-mediated communications, video and multimedia story production, and interactive videos and websites are all tools that can be successfully integrated into the SLA classroom because they compliment the second language learning pedagogy. Specifically these tools can be used to increase the amount of interaction a learner has with the L2, increases the learners ability to focus on the meaning and form of the L2 and be modified to fit within the social perspective of the learner. There are limits to their effectiveness, but by modifying and overlapping activities the leaner can by provided with a complete learning experience and these limits can be overcome. Ultimately success in the SLA classroom derives for the ability to create authentic participation in the language and these technologies provide many ways to do so.

References

Arslanyilmaz, Abdurrahman & Pedersen, Susan (2010). Improving language production using subtitled similar task videos. Language Teaching Research, 14(4), 377-395

Blake, Robert (2000) Computer-mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4(1), 120-136

Chapelle, Carol A. (2004). Technology and Second Language Learning: expanding methods and agendas. System 32, 593-601Chapelle, Carol A. (2007). Technology and Second Language Acquisition. Annual Review of Applied Linguistics, 27, 98-114

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Ellis, R. (2005). Principles of Instructed Language Learning.System, 33(2), 209-224.

Goulah, Jason (2007) Village Voices, Global Visions: Digital Video as a Transformative Foreign Language Learning Tool. Foreign Language Annals 40(1), 62-78

Mitra, Sugata, Tooley, James, Inamdar, Parimala, & Dixon, Pauline (2003). Improving English pronunciation: an Automated instructional approach. Information Technologies & International Development, 1(1), 7584.

Nikitina, Larisa (2011). Creating an Authentic Learning Environment in the Foreign Language Classroom. International Journal of Instruction 4(1) 33-46

Tsou, Wenli, Wang, Weichung, & Tzeng, Yenjun (2006). Applying a multimedia storytelling website in foreign language learning. Computers & Education, 47, 17-28