EFL 537 Classroom Atmosphere

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EFL 537 Classroom Atmosphere

• Presented by Voula Annas, Mouna Ettoumi,
  Tina
• February 23, 2006
• Instructor Lyra Riabov

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Outline Classroom Atmosphere

• Theory and Research Classroom Atmosphere
• - Voula
• Classroom Practice MOO, WOO, and More Language
  Learning in Virtual Environments
• - Mouna
• CALL Issues Introducing Students to Computers
• Mouna and Voula
• Future Visions of CALL 2005 TESOL
• Tina
• Discussion Questions

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Theory and ResearchClassroom Atmosphere

• Voula Annas

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Overview

• Research on Classroom Atmosphere
• What is good classroom atmosphere?
• The classroom as a community
• Responsibilities of the Teacher in Creating an
  Optimal Learning Environment
• Computers and the Classroom Atmosphere

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Theory and Research

• Perhaps the greatest truism in late 20th century
  education is, There has to be a good
  atmosphere in the classroom. Bill Johnson
• No common language regarding good classroom
  atmosphere
• 1960s and 1970s, research about influence of
  affective factors on language learning
• Role of stress and anxiety
• Anxiety as important factor in L2 acquisition
  (Ellis)
• Stress and anxiety contribute to optimal learning
  environment (Chapter 1)

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Theory and Research Individual

• Studies of affective factors on language learning
  inconclusive
• Anxiety positively correlated with language
  learning (MacIntyre and Gardner, 1990)
• No correlation between anxiety and improvement in
  ESL learners in Scotland (Parkinson and
  Howell-Richardson,1990)
• Studies focused on the individual, not the
  environment
• New research is needed
• Common terminology for What is good classroom
  environment?

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The Classroom as Community

• Opportunities to interact negotiate meaning
• Condition for optimal learning (Chapter 1)
• Influence of newer approaches to language
  teaching
• Cooperation, collaboration, peer review and
  feedback, class as audience for students work
• Respect for all students and their contributions
• Active participation of students
• Classrooms are less stressful today

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Limitations Classroom as Community

• Grading is still individual and preferred
• Classrooms arent together for extensive times
• Multiple cultures in ESL classrooms
• Creating an instant community may seem unnatural
  to some cultures
• A community of learners may be idealized
• Not all communities are positive. Indifference,
  constraining, conservative, or unsupportive
• Potential conflicts and power struggles in small
  group interactions (Hare, Blumberg, Davies
  Kent, 1994 Witte and Davis, 1996)

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Responsibilities of the Teacher

• OPTIMAL LEARNING CONDITIONS
• Brown Create warm, embracing climate
• Recognize the fragility of language ego
• Learners self-confidence is crucial to their
  success
• Risk taking is critical to learners success
• Encounters with culture of target language is
  part of the learning process
• Group work promotes a positive affective climate
  for learning

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Responsibilities of the Teacher

• Teaching is relationship building
• Foundation for what happens in the classroom
• Noddings caring relationship establishes,
  promotes, and maintains a desirable atmosphere
• One caring individual (mother/teacher)
• One cared-for individual (child/student)
• Engrossment teachers ability to see things from
  the students points of view
• Cultural, social, and linguistic challenges in
  the language classroom
• Learners are more important than the content

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Optimal Learning Conditions

• Noddings Implications
• Learners are unique
• Relationships between teachers and students are
  unique
• Students are also responsible for developing a
  desirable classroom atmosphere
• For students from cultures with less voice, the
  teacher sees things from students perspectives
• Nurtures learning via engrossment

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Optimal Learning Conditions

• Csikszentmihalyi Concept of flow
• Optimal learning takes place in a zone between
  anxiety and boredom
• Capitalizes on positive elements of stress
• Promotes optimal language learning environment
• Elements of flow experiences
• Tasks that you are likely to complete
• Concentrate on what you are doing
• Tasks have clear goals
• Immediate feedback
• Deep and effortless involvement without
  frustrations of everyday life
• Sense of control over actions
• Concern for self vanishes emerges stronger after
  the flow experience
• Time seem to pass more quickly

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Optimum Learning Conditions

• Csikszentmihalyis flow correlates to conditions
  for optimal language learning (Chapter 1)
• Interact and negotiate meaning
• Interact with authentic audience
• Authentic tasks
• Exposed to varied and creative language
• Enough time and feedback
• Guidance regarding the learning process
• Atmosphere with ideal stress/anxiety level
• Learner autonomy

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Technophobia

• Anxiety, fear, distrust, dislike of technology
• Studies by Weil and Rosen (1997)
• 30-80 of people have anxiety about using
  computers
• Addressing Technophobia
• Guidance and experience may help to alleviate
  fear
• Make sure help is available in the classroom
• Help students become aware of their own feelings
• Help students be more in control and reflect on
  what the computer is used for and the purpose of
  the lesson

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Computers and the Classroom

• How does the use of computers affect the
  classroom atmosphere? (Schofield, 1995)
• Enhances interest in and attention to activities
• Role of teacher becomes that of coach or tutor
• Peer interaction increases
• Disparity between haves and have nots increases
• Academically more advanced, more access to
  computers
• Enhances individualized instruction
• Fosters collaboration
• Promotes critical thinking
• Connects to the real world

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Questions

• Do you believe the positive elements of stress
  contribute to promoting a desirable classroom
  atmosphere?
• Have you experienced the limitations of
  community in your own classroom or as a
  student? What were some of the causes? How did
  you deal with this?
• How would you address students technophobia?
• How does a teacher create an optimal classroom
  atmosphere?

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Classroom Practice MOO, WOO, and More- Language
Learning in Virtual Environment.

• Presented by Mouna Ettoumi
• Submitted to Lyra Riabov

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Overview of the Presentation

• Definition of Synchronous and Asynchronous
  communication.
• Virtual Environments for real time Communication.
• The disadvantages of Synchronous communication
  types.
• Why is MOO the focus of the chapter?
• The atmosphere of Role-playing games.
• Basics of MOO.
• The pedagogical model.
• A look into the future.

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Synchronous, Asynchronous. what is the
difference?

• Synchronous communication
• Communication happening between two or more
  people at the same time, but not necessary in the
  same place.
• No delay in response.
• A virtual presence rather than physical.
• Meeting of the mind.
• The most used form is online chat.

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Asynchronous communication

• Communication via e-mails and where the response
  is from a minute, to hours, to days. It depends
  on when the recipient decides to respond.
• https//blackboard.snhu.edu/

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Virtual Environment for Real-Time Communication

• Web Chat
• One of the easiest synchronous formats. It
  requires
• -Web browser
• -Uniform resource locator(URL, web address)
  http//www.msn.com/
• -A password and a user ID because some sites
  require registry.

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• Internet Relay Chat.(IRC)
• -Easy to access
• -Easy to read
• -The best being client program. through which it
  is easy to find and open a chat.
• -Target language channels found by clicking
  language.e.g.Spanish.
• once you join you find people talking, some in
  the main public area and some in private rooms
  they created themselves in seconds for private
  conversations.
• Once the last person leaves the channel
  closes.www.skype.com

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• Moo
• -An acronym that refers to another acronym that
  refers to MUD(multiuser domain or dungeon)
• -It had a game origin and it developed to the
  most fascinating cyberspaces and engaging on-line
  communities.
• -they are social environments(bars, pubs, café or
  corner coffee shops where people gather to chat,
  exchange news and meet new people)
• -Each MOO has its own theme. From games to
  serious academic topics.

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• -Everything in a MOO is known as an object.
• -It is programmed by the user/player/character to
  present anything that exists in the
  world(reality)
• -Players can create rooms, objects, programs and
  any imaginable thing e.g.poetry, books,
  artificial intelligence robots, and MOO mail.
• -players do not need programming skills in order
  to prepare it.

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• WOO
• -It is a web enhanced Moo.
• -The underlying structure is a MOO, but it is
  accessed through the web and uses the webs
  graphical interface to make the experience more
  pleasant.

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• GMUKs
• -Graphical multiuser konversations.
• -Requires more memory(data storage space)
• -A faster central processing unit(CPU)
• -A faster modem(hardware for connecting to the
  internet)
• -The interaction is much more similar to the
  discourse and behavior of people gathered
  anywhere for the purpose of socializing.
• http//www.thepalace.com
• http//www.activeworlds.com

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The disadvantages of Synchronous communication
types.

• Web Chat
• -not designed for language learning
• -the use of vulgar language.
• -unpleasant words or images.
• -the reading of conversations is difficult and
  disjoint due to the graphic downloads and screen
  refreshes.
• http//www.jpilot.com

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• Internet relay Chat
• -risk of exposing the students to superficial or
  inane conversations.
• -abusive language.
• -no context other than the conversation itself.
• WOO
• -requires a big memory.
• -requires a faster central memory.
• -requires a faster modem.
• GMUKs
• -require technology.(not available in many areas
  of the world)

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Why is MOO the focus of the chapter?

• Even though all the above virtual environment can
  be used for language learning, MOO has been
  chosen to be the focus of the chapter for many
  reasons most of which are as follows
• -it provides its users a sense of place, a
  setting in which communication takes place.
• -it is a permanent environment.

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• -it can be programmed,saved while still
  running(everything created remains constant)
• motivate the user to return and use it
  again.
• -users converse with others using the target
  language.
• -they know who is in the room, walk in other
  rooms. All this just by typing some key words
  such as walk around, who is here

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The atmosphere of Role-playing games.

• -Students are given the control
• -they design their own learning atmosphere.
• -students are challenged.(competition)
• -students become very creative and interactive.
• -Interaction is similar to real life discourse
  and behavior.

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The Basics of MOOing

• The teacher
• Before using MOO in the classroom as a medium of
  teaching the instructor should carry on an
  investigation and a deep research about this
  medium.
• -the teacher should focus first on the machine
• -what kind of hardware and software he should use
• -how to get an account on a MOO?

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• -What are the MOO commands.p354)
• -how to talk to people.
• -spend around 40 hours in a MOO before
  introducing it.
• -become aware of how it work, its joys, pitfalls,
  and what you can expect your students to master.
• -Arm yourself with its stories to tell your
  students before they log on.

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• The computer
• -the teacher should use a faster computer and
  graphical interface.
• -Use a client software that connects directly.
• Client Software
• -use a client program.it makes the reading of
  incoming texts easy, enables printing of MOO
  sessions.

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• The learners
• -the teacher should specify three in-class
  sessions to to teach students how to use the MOO.
• -No more than two students working in a
  computer.(one using the key board and the other
  one reading commands)but they both create the
  conversation.
• This in-class presentation would be
  beneficial for students who never got involved in
  virtual conversations or used e-mail discussion
  list.

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The pedagogical model.

• Before
• -traditional class
• -teacher is the source of knowledge.
• -passive students.

• After
• -teacher as a facilitator or librarian
• -guide students to information source
  opportunities to create knowledge.
• -guide the students to the interactive experience
  that can be found in the internet.

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• Tasks given by teachers using the MOO
• -find someone to talk to and ask three questions.
• -Interview a native speaker.
• -Write a report items in the MOO.
• -Build rooms in response to an in-class reading.
• -Design your own tasks as individuals or in
  groups.
• -Keep a journal of MOO activities.

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CALL Issues Introducing Students to Computers

• Mouna Ettoumi
• Voula Annas

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Overview

• Mouna
• Institutional Aspect
• Curicular Aspect
• Training Variables Comfort Zones
• General CALL Guidelines

• Voula
• General CALL Guidelines
• Presentation and Delivery Methods
• Training Content for the CALL Classroom
• Conclusion

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The spread of Computers

• -Computers infiltrated classrooms and homes.
• -more than two third of the US uses it.
• -59 of schools use it.(1993)
• -Significant number of administrators, teachers
  and students still resist using computers.
• they believe that computers complicate
  classroom life.

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The spread of Computers

• During CALL class a lot of incidents and problems
  happen to both the teacher and student. That is
  why teachers need to be first ready to things
  happening in the class. Second, teachers should
  take into consideration the following aspects to
  insure an engaging and effective class.

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The Institutional Aspect

• Using a computer depends on
• -Institutional point of view.
• -Pressure from the administrator or chairperson.
• -The teachers attitude.
• -School administrators not supporting the idea.
• -No budget(software,computers)
• All the above things hinder the use of
  computers in class.

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But there are always ways to bring the computer
to the class.

• -Bring your own computer.
• -Use freeware instead of expensive software.
• -Pressure the administration to budget some mone
  for computers.
• -Seek the support of others in the institution.
• -Make your voice heard to change the equipment
  and material.

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The Curricular Aspect

• -The curriculum is most of the time programmed by
  the school board, ministry.
• -The teacher may either have full control or no
  control over the content and methods of delivery.
• -The curriculum may be very specific.
• The above things do hinder the use of
  technology and tied the teacher.

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BUT there is always a solution to a problem

• -The teacher needs to be creative and find
  activities and opportunities to use the computer.
• -The teachers self motivation.
• -The use of technology appropriately to insure
  the success of the method.
• -Never force the students to use computers.
• -Make them love computers for an effective
  learning.

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Training Variables Finding Comfort zones

• Computers have good effects on students learning
  but students who are uncomfortable with it can
  have a difficult time using it.
• -They can become passive instead of active.
• Adults are uncomfortable in using computers
  especially when they are put in beginning level.

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Students Technophobia

• -Put students in groups.
• -Give them roles in which they will be
  successful.
• E.g 1.assigned the keyboard
• 2.secretary
• 3.decision maker.
• -Give them tasks in soft wares they are familiar
  with.
• -give them clear directions during the class.
• -make sure that someone who is language and
  computer sensitive is present in the lab.

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Students Technophobia

• -Open lines of communication.
• -Have them fill out questionnaires about their
  attitude and particular piece of software they
  used.
• -Have them write about their feeling towards
  technology in general.
• -Make them evaluate their own work using
  checklists.
• -Make them feel that their feelings are
  important.
• -Ask them to write weekly interactive guided
  journal.

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English Language Proficiency

• The language proficiency of students is
  important in dealing with computers
• -Make sure that the students know how the
  software expects them to register answers.
• -Tell them how to erase(press backspace,delete..)
• -Make the students serf in the web.
• -Avoid old methods such as the use of L1 to serf
  in the web(prevents the learning of target
  language)

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English Language Proficiency

• -Avoid translating words into their L1(slow down
  the learning)
• -Be consistent and clear.
• -Choose one method or way and make the students
  use it.
• -Use illustrations, pictures to keep the whole
  session English.(p368.figure23-1)

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Computer Experience

• Students' prior computer knowledge is very
  important.
• The teacher may have a mixed class.
• Computer science students
• Students with no knowledge in computers.

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Personal and Social Factors

• Personal and social factors affect a persons
  Computer exposure
• -Age
• -Socioeconomic status
• -Gender
• affect students' attitude towards
  computers.
• -Provide students who do not have computers the
  access to the lab.

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Personal and Social Factors

• -Place old students to the front of the class.
• -Place students close to the audio visual aids.
• -Make males and females indulge in all different
  kinds of tasks.(keyboarding, decision making)
• -Help your students to be good in CALL.

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Learning Styles

• CALL activities accommodates students with
  various styles.
• -Provide a variety of teaching methods.
• -Students are able to choose the method they like
  and that meets their learning style.
• -Encourage independent learning.
• -Make the class a student structured instead of
  teacher structured.
• -guide students to select activity types for
  learning and evaluation.

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Teacher Technophobia

• -Teachers' attitude affect students one.
• -Some teachers have negative attitudes about
  computers.
• -Some teachers view that computers disrupt normal
  classroom organization.
• -Some teachers view computers as a threat to
  their authority.

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Teacher Technophobia

• -Some teachers view computers as too complex for
  their students.
• -Resentment at being required by their supervisor
  to use computers.
• -Very anxious about things going wrong in the
  classroom.

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General CALL Training Guidelines

• Prepare the computer center environment
• Vary the computer activities
• Use humor
• Make objectives meaningful
• Teach technical elements selectively
• Demonstrate all software
• Choose an appropriate level of challenge or let
  students choose the level

58
General CALL Training Guidelines

• Dont let the technology become a barrier to
  learning
• Give feedback to students
• Allow for further practice or provide additional
  resources for independent learners
• Give students enough time to practice

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Prepare the Environment

• -Make the lab a warm and comfortable area.and non
  filled with high-tech equipment.
• look very cold and uninviting.
• -Combine high-tech with human interaction.
• -Let the students know that you are
  there.interact, circulate constantly to see what
  they are doing.
• -Stay involved and make sure that they have
  tables and chairs to work with paper and pencil.
• -Pair students whenever possible.
• -Encourage them to interact with each other
• -Activities designed for one can be made for two.

60
Vary the Activities

• -Keep activities that involve new material short.
• -Recycle previously taught information.
• -Make sure they are comfortable what you taught
  them.

61
Make objectives Meaningful

• -Show them how effective is a specific activity.
• -Show them how an activity meets their goals.
• -Show them how activities meet the objectives of
  the course and relates to what they are doing in
  class.

62
Teach Technical Elements Selectively

• -Use less theory and a lot of practice in showing
  students how to use computers.
• -Keep on reviewing previous things.
• -Dont teach them things they will never use.
• -Avoid lab orientations.(waste of time)
• -Focus on the skills needed to effectively
  complete the language task.
• -Provide them with sheets of directions.

63
Demonstrate Software

• -Demonstrate software to students from beginning
  to end.
• -Show them what happens when they get correct
  answers as well as when they get wrong ones.
• -Demonstrate more for students who are still
  uncomfortable.
• -Be patient because not all students will do the
  activity correctly .
• -Always make provisions for alternate lessons.

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Choose an appropriate level of Challenge

• -A lot of software permits students to select the
  level of difficulty. www.funbrain.com
• -Students usually select the level that the
  teacher chose for them.
• -Students who select low levels get bored and
  increase the level of difficulty.
• -Familiarize the students with the vocabulary and
  review the directions or exercises.
• -Demonstrate the software before using it.

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Choose an appropriate level of Challenge

• -Do not use software for kids to teach low level
  adults
• They do not like it.
• -Krashen(1982) saysIt is better to present
  content and language structure at a level just a
  little more difficult than the students can
  easily understand.(p373)
• -Challenge students by increasing the vocabulary
  load of a CALL reading exercise, the speed of the
  text, and more difficult questions.

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Dont let Technology become a Barrier

• -Dont let the hardware or Software become a
  barrier to language learning.
• -The more time spend to make the software run the
  less work they will do.
• -Select user-friendly software.
• -Give clear directions.
• -Provide the students with a model first.

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Dont let Technology become a Barrier

• -Avoid the jargon of sales people and
  Techies(make the computer seem easy)
• -Teach them good habits
• start up/shut down procedures
• -Teach them to save their work every 10 minutes.

68
Give Feedback

• -Make sure students get feedback.
• -Ask your students to record their scores.
• -Give them a feedback paper where they can write
  what they learned and if it was helpful or not.
• -Provide them with checklists.

69
Allow for Further Practice

• Provide resources for review or enrichment
• Additional practice in lab or at home with
  software programs and web sites
• Make the lab assistant is familiar with software
  and knows where programs are kept
• Be specific with instructions
• Lesson title
• Individual, pair, or group work
• Who to contact for help

70
Give Enough Time for Practice

• Make sure students have enough time to become
  familiar with program
• Encourage students to ask questions
• Suggest strategies for successful learning
• How much time for the exercises or activities
• What other skills they can use the software to
  practice
• Where to get help
• How to access materials outside of class

71
General CALL Training Guidelines

• Prepare the computer center environment
• Vary the computer activities
• Use humor
• Make objectives meaningful
• Teach technical elements selectively
• Demonstrate all software
• Choose an appropriate level of challenge or let
  students choose the level

72
General CALL Guidelines (cont.)

• Dont let the technology become a barrier to
  learning
• Give feedback to students
• Allow for further practice or provide additional
  resources for independent learners
• Give students enough time to practice

73
CALL Teaching Aids
74
Training Content for CALL Class

• Computer skills
• Computer safety
• Parts and functions of computer mouse, keyboard
• Saving information
• Tasks to develop CALL skills
• Students select content teacher selects task
• Typing, word processing templates
• Multimedia software
• Tom Snyder Productions
• E-mail and electronic communication
• World Wide Web and research
• http//www.google.com
• http//www.altavista.com

75
Conclusion

• Plan carefully
• Consider your students abilities and motivation
• Focus on the language learning goals of your
  class rather than the computer itself

76
Questions

• Do you believe the positive elements of stress
  contribute to promoting a desirable classroom
  atmosphere?
• Have you experienced the limitations of
  community in your own classroom or as a
  student? What were some of the causes? How did
  you deal with this?
• How would you address students technophobia?
• How does a teacher create an optimal classroom
  atmosphere?
• What techniques, tools, or teaching aids have you
  used or would you plan to use to present and
  deliver CALL lessons?

77
Questions

• As future teachers, do you think you will be able
  to use MOO, WOO, and Relay Chat Rooms in your
  classes?
• Which type of communication do you think is more
  effective in language learning, synchronous or
  asynchronous?
• Which type of synchronous communication would you
  be able to use in your classes as EFL/ESL
  teachers?

78
Future Visions of CALL

• Working portal for the
• 2005 TESOL CALL Interest SessionAcademic Session
• Jim Duber, Deborah Healey, Karen Price, Vance
  Stevens

Present by HSIN HUI CHEN
TINA
79
What is the future of CALL?

• Presenters will introduce you to the latest in
  state-of-the-art technology while demonstrating
  both commercial and freeware solutions.
• Future directions will be discussed.

80
Vance Stevens

• Vance Stevens has worked in ESL and CALL
  coordination and software development for over 20
  years
• Knowing more about him visit here
• http//www.vancestevens.com/vance.htm

81
How CMC tools for professional development
enhance learning environments for students

• The presentation for this session can be found
  here
• introduce the tools they have been using in
  Webheads, in professional development mode within
  a community of colleagues .
• model how teachers can set up communicative,
  authentic, and constructivist learning activities
  with students

82
Deborah Healey

• Future Trends in CALL Software and Hardware
• The PowerPoint of her presentation is here.
• voice recognition/speech to text and text to
  speech (Windows Speech SDK )
• easy-to-use creative tools like iMovie and its
  Windows counterpart that let students become
  video authors
• PDA-based language tools that are starting to put
  CALL into a pocket and carry it everywhere

83
Jim Duber

• the capabilities that are now available for
  conducting teacher led and student-centered
  communicative language learning activities
• participants speak with their own voices in
  real-time virtual classes and in messaging
  applications that can record audio, video and
  other data for playback at a later time

84
Karen Price

• Karen's presentationhttp//www.tiac.net/kprice/
  TESOL_2005/
• offers a "show-and-tell of technologies not used
  (yet) in language learning contexts as
  counterpoint to some general thoughts about
  future trends / directions

85
What is webheads

• Webheads was originally, back in 1997-8, an
  attempt to teach "writing and grammar" to ESL
  students online .
• http//www.study.com ( 1997)
• an email list, a web page for it ,the rudiments
  of HTML and applied this and other Internet
  skills to subsequent evolutions of the learning
  environment, which in 1998 it started calling
  Webheads

86
Tools we've been using in Webheads

• Suppose you want to quick-start a community of
  learners online. What tools can you use?
• Asynchronous tools are the kinds that allow
  learners to check in and see what others have
  posted, and respond offline and at leisure.
• Synchronous tools are what allow learners to see
  who's online and engage their peers and mentors
  in real-time.

87
Asynchronous tools

• Many educators are familiar with LMS environments
  such as Blackboard, WebCT, Desire to Learn, and
  etc. These cost money and are beyond the reach of
  a free learning community
• Free example
• Nicenet http//www.nicenet.net
• Moodle http//www.moodle.org/
• YahooGroups http//www.yahoogroups.com

88
Synchronous tools

• Allows users to find each other online
• Allows text chat in conference mode, among
  numerous participants
• Allows voice chat in conference mode
• Allows broadcast and reception of numerous web
  cams
• Example
• http//www.homestead.com/prosites-vstevens/files
  /efi/software.htm
• http//www.learningtimes.org

89
students speak with their own voices in real-time
virtual classes

• Good example

Cutting Edge CALL Demos http//www-writing.berk
eley.edu/chorus/call/cuttingedge.htmlJim Duber
onCALL blog http//duber.com/oncall/ Duber
dot com http//www.duber.com
90
conclusion

• Learning will never end in the area of CALL
• More creativity and control for students
• More flexibility to respond to learner needs and
  differences
• More demands on teachers
• TO know more and do more

91
Useful resource relate to this presentation

• ElderBob's Webheads Fiesta Blogs
• http//elderboblog.typepad.com/fiesta/2005/03/the_
  herd_is_on_.html
• http//elderboblog.typepad.com/fiesta/2005/03/post
  .html
• http//elderboblog.typepad.com/fiesta/2005/03/on_m
  arch_30_i_w.html
• Bee's screenshots of the event
  http//evo05.blogspot.com/
• Susans commentary http//www.xanga.com/susnyrop

92
Questions

• Do you believe the positive elements of stress
  contribute to promoting a desirable classroom
  atmosphere?
• Have you experienced the limitations of
  community in your own classroom or as a
  student? What were some of the causes? How did
  you deal with this?
• How would you address students technophobia?
• How does a teacher create an optimal classroom
  atmosphere?
• What techniques, tools, or teaching aids have you
  used or would you plan to use to present and
  deliver CALL lessons?

93
Questions

• As future teachers, do you think you will be able
  to use MOO, WOO, and Relay Chat Rooms in your
  classes?
• Which type of communication do you think is more
  effective in language learning, synchronous or
  asynchronous? Which would you use in your future
  teaching?
• Online chat provides the opportunity to speak
  English with foreigners. What are the most
  valuable things you learned?
• What are the strengths of CALL in the future?