Tag: Technology

Creating virtual classrooms (using Google Hangouts) for improving language competency.

Lewandowski, M. (2015). Creating virtual classrooms (using Google Hangouts) for improving language competency. Language Issues: The ESOL Journal, 26(1), 37–42.

This small scale research project was conducted in a community based learning centre in London, U.K. The study explored the usefulness of creating an online conversation class using Google Hangouts to support ESOL students to develop their vocabulary. Students were divided into three groups. In the first group students read or listened to a text prior to the online session and were given vocabulary lists which they were required to memorize as well as conversation questions for review., In the second group students read or listened to a text prior to the online session were given conversations questions for review but were not given the vocabulary list. Students in these groups also attended their regular face-to-face classes. In the third or “control group” students attended their class twice each week but no additional online activities were provided. Although the author cautions that the results of the study are not generalizable, given the relatively limited size of the project and its particular he concludes that the results clearly demonstrate the potential of video-conferencing tools such as Google Hangouts as a useful means to support students in developing and enhancing vocabulary. Furthermore, he states that, with careful planning and preparation, the combination of asynchronous and synchronous e-learning is critical for the “successful delivery” of online conversation classes.

Retrievable from:

http://languageresearch.cambridge.org/images/pdf/Marcin%20Lewandowski%20-%20CUP%20TRP%202014%20final%20report.pdf

 

 

Learning to Identify and Actualize Affordances in a New Tool.

Karen J. Haines. (2015). Learning to Identify and Actualize Affordances in a New Tool. Language Learning & Technology, 19(1), 165–180.

This report suggests a reflective process that identifies both the technical features of a tool and its ability to allow learners to achieve their learning goals which may help teachers cope with the increasing number of technologies available. The study defines affordance as the potential that teachers perceive in a technology tool to support activities in their contexts. Other research has noted that teachers may learn how to use a tool, but they may not learn why they might use it. The study looks at the affordances of blogs and wikis and reports on both initial and later perceptions of two teachers as they familiarized themselves with these tools and saw possibilities in their use as they explored them over time. Their learning was based mostly on experimentation in their classrooms along with reading research and good practice about the two tools. The study ends with suggestions for teacher training in situated contexts so that teachers have ample opportunity to use a wide range of tools and be trained to judge their affordances for themselves.

Retrievable from: http://llt.msu.edu/issues/february2015/haines.pdf

Understanding innovation in English language education: Contexts and issues

Murray, Denise E. & MaryAnn Christison.  (2012). Understanding innovation in English language education: Contexts and issues. In Managing Change in English Language Teaching: Lessons from Experience (pp. 61–74). London: British Council

This book looks at the changing role of English in the world. It provides 21 case studies from innovative international English Language Training Projects. The book addresses issues surrounding the internationalization of English. Although it is not about settlement issues, its inclusion of a blended learning project does make it meaningful for the bibliography and in many language programs, innovative projects today do involve the integration of technology.

Retrievable From:

https://www.teachingenglish.org.uk/sites/teacheng/files/B330%20MC%20in%20ELT%20book_v7.pdf

Blended Language Learning: An Effective Solution but not Without Its Challenges

Christopher P. Johnson, D. M. (2014). Blended Language Learning: An Effective Solution but not Without Its Challenges. Higher Learning Research Communications, 4(3), 23–41.

This study explores conclusions from its first phase and identifies effective and appropriate best practice blended learning models. The study reflects changes in demands on and attitudes of students and teachers resulting from the introduction of technology into instructional styles, methodologies, and approaches. Some of the teachers in the study have become confident that the technology is not meant to replace them in the classroom and have begun to see it as a support for them. There is an emphasis on making the best use of classroom time, rather than trying to teach all requirements of courses in the classroom. The study also looks at the personal capacity required for students to take on a more autonomous role in a blended environment and discusses the importance of motivation, confidence and active participation. The authors state that the time and effort that university students spend gaining skills in EFL have critical impact on their success in learning the language. The same seems to be true for adult immigrants in settlement language programs.
Retrievable From:

http://www.hlrcjournal.com/index.php/HLRC/article/viewFile/213/181

Virtual Education in ELL – Opportunities, Challenges and Potential

Bow Valley College. (2015). Virtual Education in ELL – Opportunities, Challenges and Potential (p. 66). Calgary, AB: Bow Valley College.

This 2015 report focuses on issues of learner isolation and instructional distance in an online workforce-related course for newcomers to Canada (CLB 7 or higher). The literature review investigates the notion of learner isolation, a common problem in online courses, which can lead to frustration, decreased motivation and withdrawal from online courses. The report proposes mitigating strategies to develop social presence in online language courses. The report goes into detail about the importance of instructor presence online e.g., instructor bios, photos, frequent videos, frequent news and quick replies to participants; as well as one-on-one contact between instructors and learners. It cites other research that defines social presence as the ability for learners to connect with other participants as “real people”, despite not being in the same physical environment with them. Although this report is based on applied research in an online course, it echoes participants’ comments in Lawrence’s report about the need for a “human feel” (see Geoff Lawrence. (2014, May). A Call for the human feel in today’s increasingly blended world later in this bibliography).

Retrievable From:

https://centre.bowvalleycollege.ca/sites/default/files/Virtual%20Education%20in%20ELL%20Research%20Report%20-%20Final%20Report%20August%2011%202015_5.pdf

An absolutely riveting online course: Nine principles for excellence in web-based teaching.

Henry, J. M. (2008). An absolutely riveting online course: Nine principles for excellence in web-based teaching. Canadian Journal of Learning and Technology, 34(1).

Although this article was written in 2008, it addresses some realistic, longstanding and important issues in adult learning programs that incorporate technology. The authors answer the question, “What would you do if I asked you to develop an absolutely riveting online course?”. They cover excellence in creating and delivering online courses; they include information to ensure sound pedagogy, create an effective and engaging learning environment, generate meaningful learning experiences and promote high student satisfaction. One of the key ideas they put forward is that technology should not stand in the way of the student’s focus on the course itself. They present interesting examples of how things sometimes go wrong and how to take advantage of what the online world has to offer. They make suggestions about the kinds of supports students will need to be successful in a program that is partly online.

Retrievable From: https://journals.library.ualberta.ca/cjlt/index.php/cjlt/article/view/26431/19613

Call for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0

CALL for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0.

Alm, A., (2006). CALL for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0. The JALT CALL Journal, 2(3), 29–38.

The author looks at Web 2.0 tools in the light of motivational theory and self-determination theory, arguing that internet-based learning environments have to address basic needs of competence, relatedness and autonomy in order to create the conditions in which learners can motivate themselves. Some of the points made are that language learners have basically two communities they need to relate to in order to develop a sense of belonging – one within the class and another the community that speaks the language outside the class; while an in-class evaluation might be necessary for assessment purposes, a comment from a real-life audience is likely to have a stronger motivational impact on the learner. Alm argues that it is the balance between structure and choice that leads to learner autonomy. This article provides examples of practices that improve learner motivation.

Retrievable From: http://journal.jaltcall.org/articles/2_3_Alm.pdf

Web 2.0 and Second Language Learning: What Does the Research Tell Us?

Wang, S., & Vasquez, C. (2012). Web 2.0 and Second Language Learning: What Does the Research Tell Us? CALICO Journal, 29(3), 412–430.

The authors found that much research on Web 2.0 technology and language learning is not clearly grounded in theory and that a number of studies suffer from a set of common methodological limitations. The analysis in the review focuses on 29 empirical studies from 2005-2010. The authors also cite previous reviews of research in earlier periods from 1990-2005. The authors have aimed to include all of the recent relevant literature on using Web 2.0 technologies in L2 learning. The study points to the need for well-constructed empirical research projects.  Among others, their suggestions include projects that don’t look only at technologies, but also at students’ progress and specific language learning outcomes. They also suggest the need for research on how proficiency and/or intercultural competence are affected by using Web 2.0 tools.

Retrievable from:

http://www.camillavasquez.com/pdf/WangVasquez_Web2_CALICO.pdf

Study on the Impact of Information and Communications Technology (ICT) and New Media on Language Learning.

Stevens, A., & Shield, L. (2009). Study on the Impact of Information and Communications Technology (ICT) and New Media on Language Learning (No. EACEA 2007/09). European Commission. Education and Culture Executive Agency.

A study of the impact of ICT and new media on language learning conducted by the European Commission in 2008/09. The study comprised a comparative study of the potential of ICT and new media in language learning; a quantitative study of their use; a qualitative survey of current trends and a set of case studies illustrating good practice in the use of ICT and new media for language learning.

Retrievable From: http://eacea.ec.europa.eu/llp/studies/documents/study_impact_ict_new_media_language_learning/final_report_en.pdf

Blending Learning in a Web 2.0 World: Creating Learning Opportunities for Language Learners.

Marsh, D. (2012). Blending Learning in a Web 2.0 World: Creating Learning Opportunities for Language Learners. Cambridge University Press.

This booklet provides a short history of the term “blended learning” and traces its development from the notion in 2000 of simply supplementing classroom learning with self-study e-learning activities to its use today to mean any combination of different methods of learning, different learning environments and different learning styles. While not focused on ESL, it is a good resource to set the stage while providing practical guides and templates.

Retrievable From:

http://www.cambridge.org/download_file/851168/0/

 

 

 

Blending technologies in ESL courses: A reflexive enquiry.

Gruba, P., Cameron, C., Ng, K. & Wells, M. (2009). Blending technologies in ESL courses: A reflexive enquiry. Presented at the ascilite Conference, Auckland, NZ.

In this presentation from the 2009 ascilite Conference in Auckland NZ, a group of researchers describe their learning as a self-directed “community of innovation” after creating a series of podcasts as a springboard for an action research study to look at issues related to integrating technology in variety of types of ESL classes. The study highlights some of the barriers to integration that have been identified elsewhere:  time, need for professional development and IT support.

Retrievable From:

http://www.ascilite.org/conferences/auckland09/procs/gruba.pdf

 

The Evaluation of Computer-Mediated Technology by Second Language Teachers: Collaboration and Interaction in CALL.

del Puerto, F. G., & Gamboa, E. (2009). The Evaluation of Computer-Mediated Technology by Second Language Teachers: Collaboration and Interaction in CALL. Educational Media International, 46(2), 137–152.

In this multi-country European study, language teacher respondents reported that they used computers for personal use more than for teaching. It reveals that despite teachers’ belief that interaction is the most effective method for language learning teachers are more likely to use basic tools to produce grammar exercises and individual work, than to work with computer applications that encourage interaction e.g., forums, text chat, web chat, video chat. New versions of Moodle do provide these types of activities, but there is a need for teachers to be comfortable using them. Del Puerto ends by saying that no matter what new collaborative and interactive elements are developed in platforms like Moodle, teacher training and teachers’ attitudes towards technology will be the most important factor influencing whether they are used in the language classroom. This point is also stated clearly in the TESOL Standards (2011) in the Technology Standards for Language Teachers section. For example, Goal 2: Language teachers integrate pedagogical knowledge and skills with technology to enhance language teaching and learning (p.213).

Available for Purchase (USD $39.00) at: http://www.tandfonline.com/doi/pdf/10.1080/09523980902933268

Normalisation Revisited: The Effective Use of Technology in Language Education.

Bax, S. (2013). Normalisation Revisited: The Effective Use of Technology in Language Education.

This article revisits the issue of the normalisation of technology in language education, defined as the stage at which a technology is used in language education without users being consciously aware of its role as a technology, as an effective element in the language learning process (Bax, 2003). It proposes a methodology to introduce new technologies into language education settings with maximum impact. The article cites some of the researchers who have addressed normalisation in discussions concerning the role of technology in language education. Bax uses the examples of attitudes of “excessive awe” and “exaggerated fear” to emphasize the importance of looking critically at whether any proposed new technology is necessary. He presents elements of effective educational practice and shows how modern technology can help with providing those elements, but emphasizes that learning also requires mediation from teacher experts who will intervene as needed.  This article suggests tools and processes that would be helpful in the area of program readiness.

Retrievable from:

http://www.academia.edu/3754724/Normalisation_Revisited_The_Effective_Use_of_Technology_inLanguage_Education

CALL—Past, Present and Future.

Bax, S. (2003). CALL—Past, Present and Future. System, 31, 13–28.

This widely-cited article looks at different ways of recording the history of Computer-assisted language learning (CALL), but at the same time explores an ultimate goal for the place of technology in language classrooms. Bax begins by asking where CALL has been, where it is in 2003 and where it is going. In the section of the article about the future of CALL, the author argues that if language programs are to benefit fully from the potential which computers and computer technologies offer, there needs to be a move towards what he calls “normalisation”, which is the situation when these technologies are used daily and as naturally as other resources in the classroom – they are integrated into learning and they are secondary to learning itself. Instructors and managers will be interested in the list of different stages on the road to normalisation. These have been identified in diffusion of innovations research. Many of the suggestions about what is needed to achieve normalisation, e.g., better software, more action research and especially the size, shape and position of the classroom computer are still relevant today.

Cost: USD $19.95

Retrievable From:

http://www.sciencedirect.com/science/article/pii/S0346251X02000714

 

Identifying the Real and Perceived Needs of ESL Adult Learners with Limited or No Literacy in their L1

Thieves. C (2011). Identifying the Real and Perceived Needs of ESL Adult Learners with Limited or No Literacy in their L1 (M.A.). McGill University.

This thesis is a study using a mixed methods research design (pre- and post-class questionnaire, interview and observation data) in a 12-week ESL class to determine the opinions of students in ESL programs in two schools in a large U.S. city in relation to their L1, English and computer literacy needs. Results showed that adults enrolled in the classes considered computer literacy skills as a fundamental tool for survival in a digital society.  The author contends that these results can be used to guide ESL instructors in the modification of curricula and in the incorporation of digital technologies in ESL reading and writing instruction.

Retrievable From: http://digitool.library.mcgill.ca/webclient/StreamGate?folder_id=0&dvs=1559177348184~497

Spotlight on Blended Language Learning: A Frontier Beyond Learner Autonomy and Computer-assisted Language Learning.

Stracke, E. (2007a). Spotlight on Blended Language Learning:  A Frontier Beyond Learner Autonomy and Computer-assisted Language Learning. In Proceedings of the Independent Learning Association 2. Presented at the Independent Learning Centre. : Exploring theory, enhancing practice Japan.

In this conference paper, the author identifies some key elements to consider in the development of successful blended learning initiatives. The identification of these elements is based on an empirical study of blended learning, defined as teaching and learning environments in which technology plays a role, in EFL programs. The author emphasizes the critical importance of allowing sufficient time for instructors and students to adapt to the blended learning environment, the need for technical support, the key role of a sense of community, the importance of the development of high-quality materials as well as potentially disruptive changes of roles. Finally the author argues for further research into the potential of blended learning as a useful means to integrate technology and independent learning in second language teaching and learning.

Retrievable From: http://www.independentlearning.org/uploads/100836/ILA2007_036.pdf

Enhancing the Autonomous Use of CALL – A new curriculum model in EFL.

Smith, K., & Craig, H. (2013). Enhancing the Autonomous Use of CALL – A new curriculum model in EFL. Calico Journal.l, 30(2), p-p 252-278.

This action research study evaluates the effectiveness of a CALL Learner Autonomy course in a blended EFL program at a Japanese university. The study looks at a number of reflective tools to help with learners’ motivational setbacks in a CALL environment due to a lack of computer skills or knowledge about how to use websites and software. These included tools to help learners with planning, organizing, tracking and evaluating their autonomous use of CALL resources.  The researchers found that regular and critical learner self-reflection through using these tools was a key factor contributing to a positive shift in study culture. It is included in the bibliography as an example of practices that have been examined to improve learner autonomy.

Retrievable From:

https://journals.equinoxpub.com/index.php/CALICO/article/viewFile/22957/18963

Implementing Blended Learning in Foreign Language Education: Reasons and Considerations.

Mondejar, M. (2012). Implementing Blended Learning in Foreign Language Education:  Reasons and Considerations.

This conference paper explores the pros and cons of blended learning in foreign language learning. The presenter argues that BL is a quickly growing approach that allows instructors to provide students with increased flexibility, enhances student engagement, fosters student autonomy and supports collaborative learning. However, in order to be deployed successfully the presenter argues that careful needs analysis of students and careful and thorough course or instructional design are necessary. He also points to the need for further research in the use of blended learning in foreign language learning.

Retrievable From: http://jalt-publications.org/proceedings/articles/3294-implementing-blended-learning-foreign-language-education-reasons-and-consi

Assessing computer literacy in adult ESL learners

Meckelborg, A. (2003). Assessing computer literacy in adult ESL learners (M. Ed). University of Alberta.

This thesis documents a relatively early study of instruments to measure computer literacy in a group of adult ESL students. Although there have been many developments in digital technologies over the past ten years and the range and type of skills described in this study are somewhat outdated, the discussion of the design and analysis of the assessment instruments remains of value in relation to assessment in a blended learning context. The assessment instruments piloted and studied as an alternative to a performance measure of computer skills were as follows: a computer experience questionnaire; a vocabulary self-assessment questionnaire; a computer skills self-assessment questionnaire and a written test of knowledge.

Retrievable From:http://www.collectionscanada.gc.ca/obj/s4/f2/dsk4/etd/MQ87608.PDF

Defining Blended Learning

Friesen, N. (2012, August). Defining Blended Learning. Learningspaces.org. Blog.

The author provides a history of the changing meaning of the term “blended learning” along with the ambiguity of its meaning until the publication of Bonk’s (2006) Handbook of Blended Learning. He also puts forward a number of blended learning models and creates a decision tree to determine if a given course is blended or not. The report would be interesting to anyone exploring the components that could be involved in implementing a course in blended learning.

Retrievable From: http://learningspaces.org/papers/Defining_Blended_Learning_NF.pdf