EFL 537 CALL

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• EFL 537 CALL

Presented by Sarah Bellinger Angel Yang Shiho
Tsumura Professor Lyra Riabov February 2, 2006
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Richard Kern and Mark Warschauer
Theory and Practice of NETWORK-BASED Language
Teaching

• Presentation by Sarah Bellinger
• EFL 537

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NETWORK-BASED Language Teaching

• NBLT
• The use of computers connected to one another in
  either local or global networks.
• Human-to-
• Human contact is
• the focus.

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REMEMBER.
EFL 505
Lets review TESOL Methods
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Structural Perspective

• Leonard Bloomfield, Charles Fries and Robert
  Lado, B.F. Skinner, John Watson
• 1920s 1950s
• Repetition and corrective feedback
• Imitation of modeled discourse
• Focus on mastery of discrete skills
• Language text contain vocabulary and grammar
  structures

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Structural Perspective

• Audiolingual Method
• Practice, not knowledge, is key
• Conditioned learners to produce automatic,
  correct responses to stimului (Skinner)
• The meaning is in texts which is to be extracted
  by the learner

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Cognitive Perspective

• Noam Chomsky, Stephen Krashen
• Early 1960s 1970s
• Language is a mentally constructed system
• Students should realize individual communicative
  purposes
• Analysis of connected discourse
• Texts are used in problem solving

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Cognitive Perspective

• Meaning is located in the learners mind by
  activating existing knowledge
• Errors were not bad they were natural
• Language is in the head

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Sociocognitive Perspective

• Dell Hymes, Michael Halliday
• Communicative Competence
• There are rules of use without which grammar
  would be useless
• Late 1970s 1990s
• Language is social and develops through
  interaction
• Authentic tasks of communication

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Sociocognitive Perspective

• Analysis through stretches of connected discourse
• Hallidays 3 functions of language use
• 1) Ideational (express content)
• 2) Interpersonal (maintain social relation)
• 3) Textual (situational-relevant discourse)

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And now..
Back to CALL
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Structural Approaches to CALL

• Computer-as-Tutor (Charles Crook)
• Computers provide immediate positive or negative
  feedback
• THE PROBLEM???
• They modeled existing practices
• In a repackaged form

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Cognitive Approaches to CALL

• Computer-as-Pupil (Charles Crook)
• Computers are controlled by learners (not vice
  versa), by providing resources and tools.
• THE PROBLEM???
• The activities distance the teacher from the
  student. The learner acts in a consultative mode
  within a closed system, and doesnt negotiate
  meaning.

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Sociocognitive Approaches to CALL

• Computer-as-Tool (Charles Crook)
• Computers act as mediational tools that shape the
  way we interact with the world.
• Computers facilitate access to existing discourse
• Email, chat, keypals, network
• WWW (rapid global access, low publication
  cost, graphic, audio, video)

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Conclusion

• NBLT is an emerging area which includes few
  published studies
• Future for NBLT research areas
• 1) Contexts in which NBLT/L occcur.
• 2) The nature of interaction.
• 3) The impact of combining a variety of media in
  NBLL.
• NBLT does not represent a particular technique,
  method or approach.

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• The Impact of CALL Instruction on Classroom
  Computer Use A Foundation for Rethinking
  Technology in Teacher Education
• Joy Egbert, Trena M. Paulus, Yoko Nakamchi
• Presented by Angel Yang

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Introduction

• 4 Purposes of Literature Review
• Method
• - Participant
• -CALL Course(L530)
• - Data Collection
• - Data Analysis
• Results and Discussion
• Conclusion

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4 Purposes of Literature Review

• 1 How Teachers Learn Technology
• 2 Interaction Between Coursework and Classroom
• 3 Factors Influencing Technology Use
• 4 Professional Development in Technology Use

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Methods

• Participants- 20 ESL/EFL teachers
• CALL Course (L530)
• Principle Teachers learn best how to use
  technologies for educational purposes if their
  own learning takes place through such
  technologies. (Erben 1999)
• Data Collection
• - Survey
• - e-mail interview

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Methods (cont)

• Data analysis
• 4 research questions
• 1. How do participants learn about
  computer-assisted language activities?
• 2. How does what they learned in the L530 course
  interact with their current teaching contexts?

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Methods (cont)

• 3. What factors influence whether they use
  computers in their classrooms?
• 4. How do participants continue to acquire and
  master new ideas in CALL (professional
  development)?

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Results and Discussion

• Q 1 Learning About CALL Activities
• from 25-89 of participants had no experiences
  with e-mail mystery project or creating a
  Hyperstudio stack.
• 93 of participants prepared themselves for using
  new technology.
• Most participants had previously used E-mail,
  reviewing software,developing computer-enhanced
  lessons, using content-based software.

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Results and Discussion (cont)

• Q 2 CALL Coursework Transfer
• - 70 of participants use at least one CALL
  activity in their classroom. (e-mail is the most
  frequently used CALL activity before taking L530)
• - e-mail, developing lessons, creating
  instructional Web pages are the most used CALL
  activities.
• - Participants use CALL to enhance student
  learning, motivate students, and teach skills.

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Results and Discussion (cont)

• - Teachers needs from CALL course
• 1) for more practical classroom
  management and good pedagogy in general.
• 2) for classroom-based teacher training in
  how to transfer personal use of computers into
  their classrooms.

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Results and Discussion (cont)

• Q 3 Factors Influencing CALL Use
• Table 1 Influences on Lack of Computer Use

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Results and Discussion (cont)

• Q 3 Factors Influencing CALL Use
• Table 2 Factors Enabling Greater Use of
  CALL

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Results and Discussion (cont)

• Q 4 Professional Development in
• CALL

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Conclusions

• Most of the participants (70) currently use at
  least one CALL activity in their teaching.
• Previous experience may be a good predictor of
  CALL use.
• Colleagues and Web resources as their primary
  source for ongoing learning about CALL
  activities.
• Teachers do not use CALL activities because of
  the lack of time, administrative or curricular
  restrictions or resources.

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Conclusions (cont)

• Teacher educators hope to help language teachers
  to understand and apply CALL activities to
  promote student achievement.
• Participants learned many of their technology
  skills on their own and use them to facilitate
  their current practice and beliefs.

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Chapter 14CALL Issues Resources for CALL

• EFL 537
• Shiho Tsumura
• February 2, 2006

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A Framework for Resource Use

• The Web and other CALL resources are used to help
  students learn
• Teachers will be able to use resources for their
  teaching and create their lesson
• Introducing various World Wide Web and Internet
  resources

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Language Teachers Organizations

• Read on-line journals/publications
• Obtain information on conferences
• Link to other homepages
• Exchange other teachers opinions

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Language Teachers Organizations

• TESOL
• TESOLs CALL Interest Section
• The Japan Association for Language Teaching
  (JALT)
• The Computer-Assisted Language Instruction
  Consortium (CALICO)

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Links to Links

• Where to start looking for?
• ESLoop
• Comprehensive Teacher-Made Sites
• Daves ESL Cafe
• Search Engines

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Software on the Web

• Downloadable software
• Public domain software, freeware, shareware,
  and demos
• Download.com

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Sources for Student Activities

• Lesson plans
• Content-based units
• Opportunities to practice the skills of writing,
  listening, speaking, grammar, and test taking

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Sources for Student Activities

• Writing and Grammar
• The University of Maine Writing Center Online
• - give students suggestions to rewrite
• Grammar Safari (Salzman)

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Sources for Student Activities

• Listening and Speaking
• Voice of Americas Web site
• CNN.com
• Testing
• ETS Net
• - TOEFL

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Support for Collaborative Learning

• You can look for information about universities
  in the U.S.A. no matter where you are through the
  Internet.
• Some language schools have own homepages.
• Michigan Language Center

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Guides for Teachers

• Global School Net Foundation
• The sites have an overall view the Web use in
  classroom in which teachers assist learners with
  meaningful content yet dont control access to
  what can be learned.

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Conclusion

• There are a lot of resources which teachers are
  working on-line and off-line in the CALL
  environment.
• The most important resource is colleagues with
  their websites and organizations.
• Recently CALL resources are more available than
  it used to be through schools, educational
  organizations and computer using teachers.

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Questions

• How do you know which websites to choose for use
  in the classroom?
• Reflect on this quote Teachers learn best how
  to use technologies for educational purposes if
  their own learning takes place through such
  technologies. (Erben)
• What combination of media is the most useful for
  language learning? Why?
• Do you think chat-rooms benefit or distract the
  learner?
• Can technology assist learners in acquiring
  language, culture, pragmatics, or content more
  rapidly?
• What forms of language production are the most
  useful for language acquisition?