author – Page 2 – Adult Settlement Blended Language Learning: Selected Annotated Bibliography

Teaching the pronunciation of vowels on Zoom

Tiittanen, M. (2022) Teaching the Pronunciation of Vowels on Zoom. TESL Ontario Contact Magazine, 48 (3) 15-20.

The author presents suggestions for teaching vowels using synchronous video. He includes information about the advantages of doing this, e.g., the ESL teacher being able to magnify their mouth, tongue, lips and jaw. A benefit for the ESL learner is that they can see their own mouths on-screen as they attempt the same sounds and compare them with the teacher’s model.

Tiittanen provides a brief reference list to support his suggestions for teaching a number of vowels. In addition to describing teaching methods he also includes helpful videos to illustrate this in action and gives the reader a link to his Pronunciation Channel on YouTube. This enables ESL learners to view the videos to practise as often as they want.

In addition to valuable information about how to teach using Zoom or other synchronous video, Tiittanen discusses the safety concerns that were a key aspect of teaching during the COVID-19 pandemic as well as issues of classroom noise and personal space and distance that are still relevant for pronunciation teachers as the pandemic recedes.

Retrievable from:

http://contact.teslontario.org/wp-content/uploads/2022/11/Tiittanen.pdf

Lessons learned during COVID 19: Towards Blended Learning and Teaching in LINC and ESL

Cummings, J. & Fayed, I. (2022) Lessons Learned During Covid-19: Towards Blended Learning and Teaching in LINC and ESL. TESL Ontario Contact Magazine, 48 (3)21-29.

This timely article provides a review of the recent, noticeable increase in the adoption of a blended learning model in ESL/LINC teaching and learning. This increase is likely attributable to the requirement for programs to rapidly shift to asynchronous delivery and online classes using video conference software such as Zoom, Google Classroom and Microsoft Teams as COVID-19 pandemic restrictions were introduced. ESL/LINC programs quickly adapted and, although often challenged, were able to make the switch to asynchronous and live online teaching to enable students to continue learning.

The authors note that although COVID-19 restrictions have ceased or have been progressively removed, the shift to the incorporation of a blended learning model in ESL/LINC continues. Programs and instructors continue to build on what was learned about the potential of blended learning to effectively support and enhance language learning, and to develop their knowledge of effective online teaching and learning.

The article includes an illustrative discussion of how to blend some sample tasks based on the LINC Level 5 curriculum and provides some priority recommendations to support LINC and ESL instructors in the effective adoption and implementation of blended learning. These are:

Development of instructor training and resources for blended learning/teaching

The inclusion of courses and workshops focused on a Development of instructor training and resources for blended learning/teaching approach in TESL teacher and education programs and in ongoing professional development

Recognition by programs and funders of increasing demands on instructors in terms of professional development and preparation time, so as to enable them to effectively prepare, plan and implement blended learning

The need for an increased focus on digital literacy skills in concert with language skills, to enable learners to take advantage of the opportunities to explore and learn offered in a online environment

Retrievable from:

http://contact.teslontario.org/wp-content/uploads/2022/11/Fall-2022-1130.pdf

Ten years later: Reexamining the TESOL Technology Standards for Language Teachers

Sun, X. (2022). Ten years later: Reexamining the TESOL Technology Standards for Language Teachers. TESOL Journal, 13(e684).

A research team interviewed a panel of practitioners with expertise and experience in language teaching, computer-assisted language learning and instructional technology to explore whether the TESOL Technology Standards for Language Teachers are still applicable today and what updates might be needed. The panel validated the Standards’ continued applicability, with recommendations for how they should be updated.

In addition to addressing these questions, the report includes the four practitioners’ thoughtful responses reflecting their own experience with teaching with technology in the Findings (5). It also includes their recommendations for updating the performance indicators in the Standards and by considering issues that have emerged since they were developed, e.g., mobile applications and learner data privacy among others.

Retrievable from:

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesj.684

Building ESL Learners’ Digital Literacy Skills Using Internet Memes

Nguyen, N., Chambers, W., & Abbott, M. Building ESL Learners’ Digital Literacy Skills Using Internet Memes. TESL Canada Journal/Revue TESL du Canada, 39(1), 83-103.

This article examines and describes how internet memes can be used to support and enhance ESL learners’ digital skills. Internet memes are humourous and engaging ideas, images, and phrases that spread from person to person through online sharing, particularly on social media. (Here is a link to a short, clear explanation of memes: The Now- What is a Meme?)

Having provided a general introduction to memes and a description of popular internet memes the authors examine memes in the context of language learning in relation to the Digital Literacies Framework for Language Learning developed by Mark Pegrum and colleagues (Digital Literacies Revisited). This framework outlines the essential digital skills which language learners need to participate in a digital society, and focuses on four competencies, the ability to communicate; use information; collaborate; and re-design or create new meanings.

Based on this framework the authors provide a Meme Selection and Implementation Guide for ESL instructors. They also provide an Exemplar Meme Task for use with Intermediate ESL learners (CLBs 5-8; Common European Framework (CEFR) B1-2) intended to support the development of language and digital literacy skills and which has also been piloted in a CLB 5 LINC class as part of a module on Canadian workplace culture

Retrievable from: https://teslcanadajournal.ca/index.php/tesl/article/view/1553

Emerging Technologies and Research Designs in Technology Enhanced Language Learning: An Interview with Mark Pegrum

Wu, J.G. (2022) Emerging Technologies and Research Designs in Technology Enhanced Language Learning: An Interview with Mark Pegrum. International Journal of TESOL Studies,4 (3) 162-170.

This interview covers a range of topics, including Pegrum’s three main areas of research: digital literacies, mobile and emerging technologies, and digital education in contexts beyond what is usually presented in research. He stresses the continuing importance of language teacher education in digital literacies. When the interview turns to the impact of COVID-19 and the ensuing emergency remote teaching, he lauds teachers’ ability to adapt to their context throughout the pandemic no matter what level of technologies were available to them, no matter where they were located. When asked by the interviewer to suggest background reading on developments in research methodology and design-based research, he presents a number of journals and researchers whose work is included in a reference list. His analysis of the large number of digital frameworks concludes with the suggestion that teachers familiarize themselves with the insights before choosing one and always keeping learners, context, and emerging frameworks in mind. Pegrum also makes a point of discussing digital distraction, digital disorder and digital disconnection as an important combination of situations that have led to a crisis of attention. Throughout the interview, he credits those he works with and those whose work is an important part of each area of discussion.

Retrievable from:

https://www.tesolunion.org/journal/details/info/9MTg27Ljdm/Emerging-Technologies-and-Research-Designs-in-TechnologyEnhanced-Language-Learning:-An-Interview-with-Mark-Pegrum

Exploring the Needs, Practices, and Attitudes Toward Technology Integration of Community College ESOL Instructors

Cunningham, C., and Kolski, T. 2021. Exploring the Needs, Practices, and Attitudes Toward Technology Integration of Community College ESOL Instructors. In Association for Educational Communications and Technology (AECT):Annual Proceedings, V. 2. Selected Papers on the Practice of Educational Communications and Technology. Chicago, 2021. pp.370-382.

This short, accessible article reports on a study examining the professional development needs of adult ESL instructors in relation to the effective integration of technology. Based on classroom observations, instructor interviews, a focus group interview and a researcher journal this study explored the experiences, practices and attitudes of instructors in using technology in their classrooms and their technology related professional development needs and priorities. The researchers identify key actions that would support instructors to extend their use of technology and strengthen the integration of technology to support teaching and learning.

Participants reported that while they are using technology frequently in their classrooms, largely driven by the needs and interests of their students, and that they recognise the importance of technology to support language use in the real world using authentic materials found on the internet, they could be using technology more extensively and effectively.

Instructors identified strategies that would enhance their professional learning and support more effective use of technology for teaching and learning. These include having a technology lead, a person who could identify useful and suitable websites for students and provide instructors with student handouts containing links and information to enable students to locate and navigate learning materials. They also suggested the creation of an online space for instructors to share resources and experiences on an ongoing basis and a regular schedule of moderated meetings in which they can share ideas and resources.

Based on this input from instructors and an extensive review of the literature on professional development to support the effective integration of technology the researchers identify three key strategies to support technology integration to address the specific needs of instructors.

Technology mentor/coach, a peer instructor experienced in the use of technology for teaching and learning to support less experienced colleagues.

The development of a professional learning community or community of practice in which instructors can meet, on a regular basis, to share ideas and resources and support each others’ learning.

Peer-observation as part of an action research cycle whereby instructors have an opportunity to learn from their peers and to engage in intentional study of how technology can affect learning.

Although the context is ESL in a community college there are interesting and useful pointers for conducting needs assessments and providing practical and productive professional development for adult ESL instructors in other settings.

Retrievable from: https://files.eric.ed.gov/fulltext/ED617429.pdf#page=99

Teachers’ technology-related self-images and roles: Exploring CALL teachers’ professional identity

Shafiee, Z., Marandi, S. S., & Mirzaeian, V. R. Teachers’ technology-related self images and roles: Exploring CALL teachers’ professional identity. Language Learning & Technology, 26(1), 1–20.

This article describes a small, preliminary study examining the professional identity of language instructors who actively integrate technology with language instruction. and are described as CALL teachers. The goal of the study is to extend understanding of what the authors describe as CALLTPI, (CALL teachers’ professional identity).

The study is based on an extensive review of literature exploring teacher identity, defined as “teachers’ self images and perceptions that “determine the way teachers teach, the way they develop as teachers, and their attitudes towards educational changes”(p.3)and the use of a semi-structured interview methodology in which 24 CALL teacher educators, academics who taught CALL courses and used technology to teach language-related subjects, and classroom language instructors who used digital technology in virtual, blended or technology enhanced learning environments. The interview questions were designed to explore CALL teachers’ “perceived teaching roles, self-image, confidence, sense of self-efficacy, skills, and knowledge that contribute to enacting their teaching roles, solving pedagogical and technical problems, dealing with ethical challenges, and making decisions in technology-enhanced teaching environments.”

Based on these interviews the authors identify three major themes related to teacher identity. These are individual identity, classroom-based identity, and agentive identity. Individual identity is understood as their roles as professionals who use technology, classroom-based identity as their roles as teachers who integrate technology in their classrooms and agentive identity as playing an active role in the integration and use of technology, in supporting and influencing students in the effective use of technology for learning and serving as role models for students and colleagues.

The authors note the need for further research on teacher professional identity related to computer-assisted language learning (CALL), and to help inform the work of curriculum designers and material developers in the area language instruction.

Retrievable from: https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/95924c83-7fea-4d5b-bf28-a37c7be3fbda/content

Evolving Definitions in Digital Learning: A National Framework for Categorizing Commonly Used Terms

Johnson. N. Evolving Definitions in Digital Learning: A National Framework for Categorizing Commonly Used Terms. Canadian Digital Learning Research Association. Association canadienne de recherche sur la formation en ligne. 2021.

The CDLRA has conducted national-level surveys related to online and digital learning since 2017. This report uses earlier research and the findings of the 2021 National Survey for Online and Digital Learning as a springboard to address inconsistencies and contradictions both within and between Canadian post-secondary institutions in the use of definitions for terms that fall under the umbrella “Digital learning”. Because there is strong indication that COVID-19’s aftermath will increase the demand for online and hybrid learning and flexibility in course offering delivery it will be important to know what an institution means when they use terms like online, hybrid, distance, and in-person learning. Another benefit of using common terms and definitions to describe courses is that as information is gathered about the evolution of digital learning in Canada everyone understands what is being described.

The report introduces a broad framework called The Modes of Learning Spectrum. It distinguishes first between distance learning and in-person learning, with a dividing line between these two for hybrid or blended learning.

The author goes on to provide definitions of the wide range of learning experiences that fall within these categories. They recognize the importance of capturing the variety of teaching approaches and pedagogical strategies that institutions are already using and also that a framework needs to be easy for them to adopt.

Retrievable from:

http://www.cdlra-acrfl.ca/wp-content/uploads/2021/07/2021-CDLRA-definitions-report-5.pdf

Strengthening Language Instruction for Newcomers to Canada: Learning from Experiences in Saskatoon

Nadia Maqbool. “Strengthening Language Instruction for Newcomers to Canada: Learning from Experiences in Saskatoon” M.Ed. Thesis. University of Saskatchewan, 2022.

This M.Ed. thesis from the University of Saskatchewan documents a very recent study examining the learning needs of new ESL LINC instructors as they begin their teaching careers.

The research questions focussed on what is expected of these instructors in their workplaces, the challenges they encounter and the supports they need. Using a qualitative research methodology, the researcher surveyed new ESL LINC instructors in Saskatoon to arrive at a clearer understanding of their experiences, and to identify potential actions to improve the overall orientation, training, and ongoing professional development process for ESL LINC instructors.

In general, these instructors indicated a need for more support and guidance in understanding the LINC system, the CLB and PBLA, and a need for more robust technical support in LINC programs, and enhanced support in the effective use of technology for online, blended, and remote teaching and learning.

Participants identified concerns about their unfamiliarity with digital technologies, lack of experience in online teaching, and the ongoing challenges of confronting technical issues in virtual classrooms. In addition, participants expressed concerns about the challenges of online and blended learning environments in working with learners at CLB Levels 1-4, and concurrent issues in supporting learners who may not have sufficient familiarity with digital technologies and have ongoing needs for technical supports.

Based on participant responses, the study includes recommendations for practices that could enhance the experience of new ESL LINC instructors, including assigning mentors to new instructors, providing clear instructions on online and blended learning, and a thorough orientation to software and applications in use in LINC classrooms.

Retrievable from : https://harvest.usask.ca/handle/10388/13827

Inclusive online course design: Lessons from a pandemic

Carter, A. & Seoudi, S. Inclusive online course design: Lessons from a pandemic. TESL Ontario Contact, 48(1),19-27.

This article describes the planning and process of adapting a lively and engaging in-person ESL foundation program at Ryerson University in Toronto to an inclusive virtual learning environment during COVID-19. To support the development of an inclusive online learning environment that would create a sense of community, developers were guided by these four guiding principles that governed the design process:

Universal Design for Learning (UDL) in which students were offered multiple means of engagement including choices of assignment and opportunities to work individually and in groups. Classes were offered synchronously and asynchronously.

Flexibility whereby classes were offered at two different times to accommodate schedules and students who were located in different time zones. Office hours offered by instructors were flexible and students were offered options as to the digital tools they could use to complete assignments.

Digital tools to enhance community A wide range of digital tools were used to support learning and to enable students to connect with one another online and to work collaboratively.

Demonstrating personal interest in students Instructors purposely chose assignments and topics that were relevant to the lives of students. Instructors connected with students as individuals with different interests and learning needs.

Overall, students and instructors responded positively to the virtual learning environment; students reported their satisfaction with the program in general and in particular with the opportunities to remain engaged with learning and to connect with each other online. Instructors noted an increased use of English through the variety of digital tools offered.

Retrievable from : http://contact.teslontario.org/wp-content/uploads/2022/03/Carter-Seoudi.pdf

Learning Technology in LINC – Beyond the Pandemic

Van Dorp, N. & McBride, R. Learning Technology in LINC- Beyond the Pandemic. TESL Ontario Contact, 48(1),27-34.

This short, timely article draws on discussions which took place at a virtual workshop presented by Avenue-LearnIT2teach Project at the annual TESL Ontario conference in 2021. Presenters at the workshop explored what was learned about the use of technology in LINC programming as programs and instructors had to make rapid adjustments to online learning during the COVID-19 pandemic. Four key findings emerged:

1. the importance of a mentor/mentee relationship during COVID-19;
2. the difference between Emergency Remote Teaching (ERT) and online teaching;
3. blended learning as an ideal delivery mode of ESL learning post-COVID-19;
4. digital learning is not enough; digital fluency should be the new benchmark.

Each of these four findings is described, with a focus on how instructors can be effectively supported to deploy technology for teaching and learning, the benefits and opportunities afforded in a blended learning environment and the critical importance of incorporating digital skills to support the development of digital fluency in order to extend and improve teaching and learning in LINC programming.

Retrievable from : http://contact.teslontario.org/learning-technology-in-linc-beyond-the-pandemic/

“Google and me together can read anything.” Online reading strategies to build independent readers in the ESL classroom.

Jose, K. (2021). “Google and me together can read anything.” Online reading strategies to build independent readers in the ESL classroom. Journal of Language and Linguistic Studies, 17(2), 896-914.

This article provides the findings of a research study investigating the potential of reading using online texts or hypertexts in addition to print textbooks in the ESL reading classroom. The research examined and described the reading and navigation strategies used by students in reading online texts.

It was found that readers demonstrated higher levels of comprehension in tests based on online texts. Given that in this digital age, and given the ubiquity of digital devices, many of us look to the internet as a primary source of information, the author argues the use of online texts in the reading classroom is a more authentic activity for students, one that they are more comfortable with in their daily lives. He further argues that the use of digital texts in developing online reading comprehension will support students in the development of their critical information literacy skills and foster lifelong reading habits.

The author concludes that ESL reading instructors should engage in strategy training to support students in the use of online texts to enhance reading comprehension, and to help to build lifelong, independent reading habits in ESL readers.

Retrievable from: https://files.eric.ed.gov/fulltext/EJ1313909.pdf

Google Translate as a Tool for Self-Directed Language Learning

van Lieshout, C., & Cardoso, W. (2022). Google Translate as a tool for self-directed language learning. Language Learning & Technology, 26(1), 1–19.

Many language learners have to overcome obstacles when they want to learn a new language. This may result in them making attempts to learn the language on their own. This study looks at three features that define successful self-directed learners: self-motivation, use of independent learning strategies and an ability to self-assess whether those strategies are effective. The authors look to affordances of Google Translate that can help to enable self-directed learning.

The study provides background on both self-directed learning and self-directed language learning and examines the impact of Google Translate on the latter in the areas of vocabulary and pronunciation.

The study explored these two questions:

To what extent can learners acquire phrases and their pronunciations after using Google Translate in a self-directed language learning environment?

How do learners interact with Google Translate to learn an L2?

Although the study looked at learners of Dutch as a foreign language, because Google Translate is widely available, the findings will be of interest for many learners who want to learn and continue to learn on their own and to teachers who would like to include some of these self-directed tools for use beyond the classroom.

Retrievable from:

https://www.lltjournal.org/item/10125-73460/

Here are two quite different studies of Google Translate in second language learning:

A “Hands-On” Approach to Raise Awareness of Technologies: A Pilot Class and its Lessons

Retrievable from:

https://escholarship.org/uc/item/3ds2d55b

Using an ADAPT Approach to Integrate Google Translate into the Second Language Classroom

Retrievable from:

https://escholarship.org/uc/item/8dm2p4bb

Innovative language pedagogy report

Beaven, T. & Rosell-Aguilar, F. (eds.) Innovative language pedagogy report. Open University. Research-publishing.net. 2021 2021.doi:org/10.14705/rpnet.2021.50.9782490057863.

The wide range of topics in this ninth edition of the annual report were chosen after surveying language teaching practitioners. The results focus on language teaching, learning and assessment. The editors narrowed down a list of both established and emerging pedagogies, approaches and tools. The resulting topics are presented with an example of each in practice, its potential impact, benefits and issues, time frames for implementation and keywords. Each topic also includes a list of references and resources.

Here are a few topics from the report:

Technology-facilitated oral homework leveraging technology to get students speaking outside the classroom. p.69

Gamification motivating language learning with gameful elements. p.109

Augmented reality learning education in real-world contexts. p.115

Retrievable from:

https://files.eric.ed.gov/fulltext/ED612143.pdf

Mobile and blended, please! Migrants and refugees’ learning choices in a language MOOC

Read, R. & Martín-Monje, E. Mobile and blended, please! Migrants and refugees learning choices in a language MOOC. The JALT CALL Journal, 17,3(2021): 256-276

This article reports on a study of 2 language MOOCs for refugees and migrants to Spain as part of the European Commission’s MOONLITE project. The MOOCs were designed and developed in consultation with refugee support groups and language instructors who participated in the design, piloting, and delivery of the courses. The courses were designed to address the functional needs of the participants, e.g. looking for housing, training and employment, civil rights.

Although the context of this study is European, it offers a relevant and useful model of functional language training that may have potential in the field of language instruction for newcomers to Canada.

The study examined the types of digital devices that participants preferred to use for the courses, whether the choice of device affected course completion, and how teaching practice affected the outcomes for participants. Based on quantitative and qualitative data, the study indicated that participants preferred to use mobile devices, such as smartphones which enabled “anytime anywhere” learning and that the use of mobile devices contributed to the successful completion of the courses by most of the participants. The study indicated that this preference is because, for the majority of participants, smartphones were the only technology they had regular access to and were accustomed to using them in their daily lives. Most participants who successfully completed the course were also enrolled in F2F language classes and used the LMOOCS to complement their classroom learning. The study concluded that the use of a blended learning model contributed to the successful completion of the courses.

Retrievable from: https://www.castledown.com/articles/JALTCALL_17_3_500.pdf

Pedagogical lessons for Remote/Blended Online Classrooms

Englander, K. & Russell, B. TESL Ontario Contact November 28, 2021.

This article reports on insights gained during a COVID-19 pivot to remote teaching and learning in a university language program. Five key practices emerged from how learners and instructors handled the new technology-mediated curriculum. The article references the Community of Inquiry framework and its origins at Athabasca University in Alberta two decades ago. The framework was used to inform curriculum design and a research study on remote teaching and learning in the 2020-21 year, during COVID-19. The report discusses the three presences from the framework: cognitive presence, social presence and teaching presence. These three presences are identified as central to learners’ experience in online teaching and learning. The research from this program indicated that the most important presence for learner satisfaction was teaching presence. Social presence during the phase reported on, was the least satisfactory in that learners did not feel they met other “real” students, that they were not able to build connections with either the class or the school.

As a result of the data collected, the program put together these five best practices that aim to maximize already positive teaching presence and enhance social presence.

Your presence makes the difference.
Keep cameras on.
Create lecturettes.
Make learning affordances explicit.
Reconsider assessment.

Here are two examples of the five best practices:

When using a platform that allows cameras, keep all cameras on. Students said that seeing each other was much more satisfying during synchronous sessions. Despite valid concerns about privacy, students could be disengaged if they could not see their classmates; occasionally students were not physically online when there was no camera; and in break out rooms, when faces were represented by a shaded thumbnail, it was difficult to have discussions. Faces and voices were important for intellectual interaction with course content and other learners.

Create “lecturettes”. Classes in this program were normally three hours long, twice a week, in a classroom. When this was rethought for online delivery, one of the new components was a one-hour pre-recorded lecture to be watched before a synchronous class. After learners reacted negatively to these hour-long lectures, instructors experimented with breaking the content into more manageable 5-, 10- or 20-minute lecturettes. This type of content was managed by numbering the segments so the order was obvious. Learners could take advantage of these shorter content bursts using pause, rewind and replay as desired.

The remaining three best practices, Your presence makes the difference, Make affordances explicit and Reconsider assessment also provide excellent examples of how to help instructors make research-informed decisions about their own teaching in an online environment.

Retrievable from:

http://contact.teslontario.org/pedagogical-lessons-for-remote-blended-online-classrooms/

Twenty-five years of digital literacies in CALL

Kern, R., Twenty-five years of digital literacies in CALL. Language Learning & Technology, 25,3 (2021):132-50.

This article offers a comprehensive review of the evolving importance of digital literacies, in the context of computer-assisted language learning (CALL) over the past 25 years. The article also discusses the three major areas in which digital literacies have contributed to CALL, (a) agency, autonomy, and identity; (b) creativity; and (c) new sociality and communities.

Beginning with the early days of the Internet the author describes our early use as being consultative rather than creative, and digital literacy in that context consisted primarily of how to access web sites and follow hyperlinks. With the development Web 2.0 our use of the internet evolved, moving to more and more online social interaction particularly in relation to social media. The impact of these developments provided language learners multiple opportunities to independently access learning resources on the internet, to engage with other learners and speakers of the target language. Language learners also have the means to create content themselves, and many opportunities to practice language skills through gaming and in online communities.

In the face of these exciting independent learning opportunities there are ongoing challenges relating to better understanding the role of the instructor in this new learning environment, in particular its impact on assessment and in supporting learners to productively navigate informal and formal online learning activities. Finally, the authors discuss how language educators can develop and deliver sound digital literacies programming to help language learners acquire and develop these critical skills.

Retrievable from: https://www.lltjournal.org/item/3225