Southern New Hampshire University

MSTELF ProgramEFL 537 CALL

Instructor Lyra RiabovPresented by: Chad Detjen & Vicki Hsu

February 12, 2004

Part 1(Chad): Autonomy Learning and Distance EducationCALL Environments & Internet for English TeachingPart 2 (Vicki): The Impact of CALL Instruction On Classroom Computer Use by Joy Egbert, Trena M. Paulus and Yoko Nakamichi

Autonomy Learning and Distance Education Chapters 24-28 in Call Environments

Chapters 6-8 in Internet for English Teaching

AUTONOMY IN LANGUAGE LEARNING

What does autonomous learning mean, and how can a teacher create a setting for autonomous learning? the degree of independence the learner is given

in setting language learning goals, the path to the goal, the pace of learning and the measurement of success.

Factors to think about age maturity language proficiency

SETTINGS FOR AUTONOMOUS LEARNING

Source of Structure

Teacher LearnerA. Programmed learning

Student controls time and pace

Designer controls content, sequence and evaluation

B. Accreditation and training Student controls time,

pace and sequence Teacher controls content

and evaluation

C. Contract-based Student and teacher

negotiate all aspects

D. Autonomy Student controls all

aspects of learning

Controls that enhance autonomy and learning Learner issues

degree of self motivation preference for an independent style knowledge of how one learns best knowledge of what one needs to learn

Content issues the path to the goal is relatively unambiguous what is to be learned can be explained clearly appropriate resources exist for self-directed language

learning

TECHNOLOGY AND LEARNING Five conditions for motivation that must be

set by the teacher in classroom learning: an appropriate level of challenge or difficulty learning objectives that are meaningful to the

learner variation in the teaching methods used intrinsic and extrinsic feedback about success no barriers to learning

Autonomy Through Authoring Software

Authoring software- programs that can be customized by adding data to fit specific learners’ needs in terms of degree of difficulty, interest, culture, etc.

Eclipse story reconstruction program for MSF-DOS

MacReader developed for Macintosh computers designed to increase reading speed and

improve comprehension

AUTHORING SOFTWARE FOR LANGUAGE TEACHING

AND LEARNING Dasher

runs on Macintosh and Microsoft Facilitator can create the following activities:

story writing exercises substitution drills sentence-combining exercises M/C questions scrambled sentences vocabulary exercises much more

SOFTWARE CONT.

Maclang for Macintosh computers provides a variety of exercise types:

vocabulary, fill-in-the-blank, cloze, MC. exercises may be linked to audio or video

Multimedia Authoring Software

Can create programs that are highly interactive, fully media capable, easy to use and enjoyable

Software allows user to create, import, and display text, graphics, animations, video and sound

Multimedia allows users to develop presentation and practice software for virtually all language levels

Multimedia cont.

Authors can write simple programs to make the software do almost anything they want.

With the click of a button users can jump from one program or application to another. This is known as branching ability.

Software is user friendly comes with tutorials that teach the user how to

use the software in the matter of hours

Multimedia Cont. Allows for the creation of language learning

applications that fall into the autonomy types:

1. Teacher structured/fixed content Most of the early tutorial and drill exercises

2. Learner structured/fixed content Learners choose their own pathway and time for

completion

3. Teacher structured/variable content Software like MacReade

4. Learner structured/variable content Allowing users to become authors themselves

Language Learning Over Distance Distance learning has been around for

years. Learners receive written materials by mail and then return the completed material for grading.

Radio, video, and audio tapes have been widely used for distance education before the advent of the Internet.

The Internet has globalized learning and has made time and place independent.

Distance Education The following are some of the variables affecting on-line

English courses: Content

Some courses focus on particular skills while others focus on general

Pacing Some courses follow a strict pace while others are more

student controlled Teacher’s role Instructional materials

Virtual texts vs. traditional texts Technology Credit Cost

Distance Learning Cont. The Internet has been used in language learning

for: finding references and doing research locating listening resources finding grammar rules finding interactive exercises analyzing texts publishing writing communicating internationally communicating in real time on-line courses

A Look at the Future

Students in the future will be able to take classes anytime, anywhere with teachers from around the world.

Ruth Vilmi writes, “I believe that the methods for teaching languages, now for English but in the future for all languages, are about to change dramatically. The artificial teacher-student-classroom peer environment will be gradually replaced by authentic, dynamic student-teacher-global peer situations.”

Teachers need to change their lesson plans to meet the technologically advancing world to better prepare their students to meet the challenges they will face in the future.

Planning Tips Time

On-line projects are time consuming Start with something simple and build on it

Computer and Internet Access Make sure students have access to school computers

outside of class Communications:

Set an email distribution list so students can contact each other for help and contact the teacher

Assessment Explain to the students in the beginning how they are

going to be assessed.

DISCUSSION QUESTIONS

How do the roles of teacher and student in the electronic or virtual classroom differ from those roles in the conventional classroom? What problems exist for students? For teachers?

What are the differences between discourse over distance and discourse in a classroom?

The Impact of CALL Instruction on Classroom Computer Use: A Foundation for Rethinking Technology in Teacher Education

Joy Egbert Washington State University

Trena M. Paulus Indiana University

Yoko Nakamichi Indiana University

Introduction

What do the majority of studies on teacher technology explore?

what teachers are and/or should be learning in technology courses

teacher-education students’ knowledge of and attitudes toward technology

how teachers think about and use computers in the classroom

Transfer of CALL coursework to the classroom

How do teachers learn about CALL-based activities?

How does what they learned in their coursework impact their current teaching contexts?

What factors influence whether they use computers in their classrooms?

How do participants continue to acquire and master new ideas in CALL after formal coursework ends?

Purposes

Examine how language teachers learn about CALL activities

How they apply knowledge and experience gained in one graduate-level CALL course to their teaching

What factors influence their use of technology in their classrooms

Investigate language teachers’ pursuit of opportunities for professional development after the CALL course

Outline implications for teacher educators

Early studies found:

The majority of respondents use those applications that they needed to use in their lives outside of school

Few teachers actually used telecommunications, hypermedia, or even business programs because they didn’t need to use these technologies in their lives outside of the classroom.

Findings imply/suggest

CALL coursework should focus on the needs of individual teachers and their contexts

Teachers are using technology in ways that fit their current practice, rather than transforming their practice through the use of technology

Interaction between Coursework and Classroom

Teachers could not use their projects they developed in their technology class in their teaching because the schools didn’t have the proper facilities.

Teachers didn’t have enough time to adapt their projects to their specific teaching and school contexts.

Early finding: Factors Influencing Technology Use Time pressures both outside and during class Lack of resources and materials Insufficient or inflexible guidelines, standards, and curricula Lack of support or recognition for integrating computers A clash between new technologies and other older ones in

schools Lack of leadership and inadequate training and technical support Age, gender, attitudes toward technology Teaching experience

Participants:

20 ESL and EFL teachers who had taken the same graduate-level CALL course (L530) within the past 4 years (1996-2000) and who were currently teaching.

Data Collection:

a paper-based survey questionnaire was developed based on the literature review and the content of the L530 course.

Research questions:

1. How do participants learn about CALL activities?

2. How does what they learned in the L530 course interact with their current teaching contexts?

3. What factors influence whether they use computers in their classrooms?

4. How do participants continue to acquire and master new ideas in CALL?

CALL Activity Use

CALL activity A. completed in the course

B. had previous experience with

B/A (%)

Creating an external document 12 6 50

e-mail mystery activity 5 0 0

Presenting software to the class 11 4 36

Using content based software 15 8 53

Developing a hyperstudio stack 7 1 14

Creating a Web address book 9 5 56

Participating in a professional listserv 13 8 62

Creating a WebQuest 7 2 29

Creating an instructional Web page for students/teachers 12 4 33

Creating a personal Web page 11 5 45

Developing computer enhanced lesson plans 14 9 64

Reviewing software/Web sites 17 7 41

Developing a technology solution for an inquiry project 4 1 25

Using an electronic conferencing system 13 6 46

e-mailing activity 18 16 89

Other: using a MOO 1 0 0

Other: taking a personality test on the Web 1 0 0

CALL Coursework TransferCALL activity A. Use it now B. Did it before and do it now B/A (%)

Creating an external document 5 5 100

e-mail mystery activity 1 0 0

Presenting software to the class 3 1 33

Using content based software 5 5 100

Developing a hyperstudio stack 2 1 50

Creating a Web address book 1 1 100

Participating in a professional listserv 2 2 100

Creating a WebQuest 1 0 0

Creating an instructional Web page for students/teachers 6 4 67

Creating a personal Web page 3 2 67

Developing computer enhanced lesson plans 7 6 86

Reviewing software/Web sites 2 1 50

Developing a technology solution for an inquiry project 1 0 0

Using an electronic conferencing system 2 1 50

e-mailing activity 12 12 100

Web portfolios 1 0 0

Internet research 1 0 0

Word processing 1 0 0

Skill-building activities 4 0 0

Think about it…

CALL coursework seems to provide an extra “practice”…

Do you think CALL coursework has to be redesigned if it is an extra practice?

Reasons for not using CALL activities in current teaching

Factor Number

Lack of time 6

Administrative or curricular restrictions 4

Lack of resources 3

Not currently teaching language 3

Lack of knowledge 1

Lack of confidence 0

Lack of interest 0

Resources for CALL Activities

Resource Number

Peers/colleagues 7

Web browsing 5

Books 4

Conferences 4

Journals 4

Courses 2

Electronic discussion lists 2

Self 2

AskEric 1

Publisher promotions 1

Limitations of the Study

Small sample size and the diversity of participant teaching contexts

Participants were all at one time graduate students

Potential for error in recall

Conclusions

Previous experiences (had learned CALL activities before took L530) may be a good predictor of CALL

Use colleague and Web resources as primary source for ongoing learning about CALL activities

Reasons for not use CALL are: lack of time, administrative or curricular restrictions, or lack of resources

The findings point to the need for more contextualized instruction directly related to the teaching environments in which language teachers will be practicing.

Findings suggest that a course like L530 is probably insufficient to directly change teachers’ practice.

Implication for Course Design Link novice teachers with experienced

computer-using teachers, develop networks of experts, and find school sites that use technology and incorporate these into our courses, providing evidence that teaching and learning can change through the use of technology

Discussion

What would you like to learn from a CALL course? Technology that you need in your lives, or…

How can we overcome the barriers of time constraints and limited access?