Professional Documents
Culture Documents
INTRODUCTION
Learner autonomy
Learning is not a passive activity; students do not learn much by just sitting in
class listening to the teacher or by memorising rules for exam questions.
Rather, learning is an active process which very much involves the individual
learner. Learner autonomy has been an issue in ELT.
Teachers' roles
Students' roles
As we have seen, the student using a CD-ROM or the Net has the opportunity
of becoming involved in active, collaborative and constructive learning
experiences, and the computer becomes a conduit that facilitates access to a
wide range of resources. We will examine each of these types of learning
below.
Active learning
The extent to which a learner will acquire the above skills depends on his/her
ability to manage time, cope with stress and other negative factors that may
interfere with learning. Finally, learners also need to be self-motivated and self
disciplined.
However, there is still a big contrast between those primary and secondary schools that
lack the necessary equipment and the minimum conditions for implementing CALL in
their curricula, and other schools that have already developed joint projects with schools
in Europe or elsewhere in the world by means of the Internet. This contrast exists both
on a national and an international level.
Technology is the state of the art in English language teaching, and well-informed
language teachers are continuously searching for information related to
instructional/teaching possibilities and resource materials in this realm. The use of
technology often seems to relate fortuitously to contemporary pedagogical theory. For
instance, the popularity of the audiolingual method and the emphasis on the oral
component of language have led to a teaching practice in which most language teachers
make extensive use of tape recorders for listening activities in the classroom. Likewise,
computers first started to gain importance as an "excellent aid to self-access language
work" (Sheerin 1989:14) and for this reason they were soon incorporated in language
labs in many educational centres.
However, it is often the case that teachers need technical and practical training in order
to incorporate and exploit the potential of computers in the foreign language classroom.
Some teachers still think that they should become skilled in using computers before they
integrate them in their lessons.
The aim of this subject is to demystify the use of computers in the language classroom
and to make you aware that it is not a matter of teaching your students to use computers,
but rather of using computers to teach your students.
This subject is designed to introduce you in the use of computers in teaching and
learning English as a Foreign Language. There are several acronyms that have been
coined to refer to this field:
The first acronym could be said to be more student-centred and more focused on
'learning', and the second more teacher oriented. TELL is the latest of the acronyms, and
was coined to include reference not only to computers themselves, but also to
multimedia and the Internet. However, the aims behind these terms are exactly the same
and therefore we will stick to CALL as it is the most traditional term of the three. For
your information, in Spanish, the term most commonly used has been ELAO -
Enseñanza de Lenguas Asistida por Ordenador.
The subject will give you some information on technological aspects, but the main
focus will be on ways in which CD-ROMs and, more extensively nowadays, the
Internet influence foreign language teaching, that is, the ways in which the PC and
related equipment can support and enhance our pedagogical practices and foster
language learning.
Educational Technology
Introduction
The use of technology for educational purposes started in the 1940s in the
United States. The first specific references to technology in language teaching
are seen in the courses delivered during the 2nd World War which were
designed for the army, and incorporated audiovisual support. The first time that
new technology was part of a university curriculum was in 1946, when the
University of Indiana offered a course on Audiovisual Education.
The following summary shows the influence of information media in the field of
language training during the last five decades. Notice that CALL technology has
only been developed over the last 30 years.
1940s & 50s Audiovisual Media: Overhead Protector (OHP) and tapes
This unit provides a brief overview of early CALL, introducing you to the first
examples of educational software for language learning, and the development
this has gone through to modern day CALL.
Behaviouristic CALL
The first phase of CALL, conceived in the 1950s and implemented in the 1960s
and '70s, was influenced by the dominant behaviourist theories of learning of
that time. As you will recall, language learning activities were based mainly on
repetitive drills.
During this period the computer was seen as a tutor and it was conceived as
the vehicle through which to administer instructional materials to the student.
The rationale behind drill and practice exercises is as follows:
In the late 1970s and early 1980s, behaviouristic CALL was undermined by two
important factors. First, behaviouristic approaches to language learning were
rejected at both the theoretical and pedagogical level. Secondly, the
introduction of the PC allowed a whole range of possibilities in terms of
language learning activity types.
Communicative CALL
The communicative approach, developed during the 1970s and '80s, was to
influence the second phase of CALL. One of the main advocates of this new
approach for CALL was John Underwood, who in 1984 proposed a series of
"Premises for 'Communicative' CALL". According to him, CALL:
Many of these programs were authorable, that is teachers (or students) could
enter their own list of words or type in new texts and exercises, clues or
explanations. This allows for different levels, interests, and topics.
By the end of the 1980s, a number of educators were looking for other ways to
teach in a more integrative manner, for example using task- or project-based
approaches. Integrative approaches to CALL are based on two important
technological developments that will be developed in the next two units:
multimedia computers.
CD-ROMS
Increasing sophistication in the speed, storage capacity and memory size of
computers, together with developments in the sophistication of software, have
enabled computers to deliver video, sound, text and graphics. Software using
these combinations of communications elements is usually called 'multimedia'.
The term 'multimedia' together with interaction refer to those systems that
combine any sort of media: video, images (both fixed and in motion), sound,
text and graphics, which enables an "interactive dialogue" to be established with
the people using it.
What makes multimedia even more powerful is that it also entails 'hypermedia',
/'haɪpər mi:diə/ with a number of advantages for language learning:
• First of all, more authentic learning is created: listening is combined with
seeing.
• Secondly, skills can easily be integrated in a single activity.
• Third, students can control their learning, as they can define their own
individual path, choosing where to start and where to go next, going
forward and backwards, spending more time on particular screens or
skipping others.
• Fourth, students can interact with these communication elements via
interactive multimedia. This allows language learners to explore,
discover, ponder, search, question, answer and receive feedback. The
control and manipulation of this meaningful information is passed into the
hands of the learner.
• Finally, it provides a main focus on content, without omitting a focus on
language form or learning strategies. For example, while the main lesson
is in the foreground, students can have access to grammatical
explanations or exercises, a vocabulary glossary, pronunciation
information, or questions or prompts which encourage them to adopt an
appropriate learning strategy.
Another CALL model used for communicative activities involves the computer
as stimulus to students' discussion, writing or critical thinking. Software used for
these purposes may include a variety of programs which may not have been
specifically designed for language learning.
The Internet
For the language professional, the Internet provides an overwhelming
/'əʊvər'hwelmɪŋ / amount of information for locating and using language and
language-teaching resources on the Net. There are countless Web pages to
visit that range from linguistic analyses to bad language. Visual aids, such as
photographs, drawings or even video; sound to provide more linguistic diversity
and extended listening practice; e-mail to chat with people across the ocean...
the whole world can be brought into the classroom and students can interact
over the Internet with other learners and native speakers.
The first part of this section will be devoted to giving the uninitiated student
some idea of the texture of the experience of surfing the Net in search of
materials related to language teaching.
What is it?
When the Internet network was conceived in 1969, at that time called
ARPANET (Advanced Research Projects Agency Networks), it was only
designed to link the research agencies of the USA Defence Department, in
order to experiment with the connection of computers through telephone lines.
The aim of this project was to build up a resistant, well-protected network from
enemy attack. As a result, the USA Defence Department created a
decentralised system of networks that would continue functioning despite
problems in one or more computers. In 1973 ARPANET was expanded outside
the USA, and the first connections between the USA and the United Kingdom,
and between the USA and Norway, were established.
As the network grew, its popularity spread to include other scientific disciplines.
Soon universities became aware of the opportunities for sharing information in
research projects offered by the Internet. Nowadays, the Internet has become
the most extended communication media in the academic field world-wide.
And not only did the Internet cater to academic interests. At this time, the
figures for commercial activity through the Net increased astonishingly -of the
25,000 existing networks, 60% were commercial. In 1991 the commercial
networks were finally connected, and this newly-created network was called
INTERNET. In fact it was in 1993 that the Internet really started to expand, and
since then it has become a huge store of both academic and commercial
information.
Internet Services
There are two main areas of interest to the EFL student and teacher:
communication and information retrieval /rɪ'trɪ:vəl/
All these services are available to any Internet user, so if we as teachers are to
design a whole course (or any course materials) using Internet resources, we
need to consider those that will best fit our students' profiles, and their needs
and goals. Nowadays, the services most frequently used by EFL/ESL teachers
are e-mail, chat, forums and the World Wide Web. These are the main services
that we will explore in this subject.
E-mail is the core of communication on the Internet. It has been around since
the beginning of computer networking. Sending messages from one person to
another through a network simplifies and speeds up the task of written
communication considerably. These messages are sent and received
independently of time and distance; moreover, it is not necessary that the two or
more people involved in the communication event are logged on to Internet at
the same time.
E-mail has a great advantage and that is it is not limited to just text. Anything
that can be digitised can be sent via e-mail. Formatted documents, pictures,
sounds, videos and complete software packages can be sent as easily as any
straight text message. The message reaches its destination in a few seconds, it
can be viewed by students or teachers, and any queries can be sorted out
within a few minutes.
Figure: An e-mail message. Internet Mail from © Microsoft Corp., 1996.
There are thousands of lists (and more each day!), so finding the right list is not
always easy. Lists such as TESL-L, TELSCA-L and NETEACH-L are forums
where ESL teachers can express their opinions, give and ask for advice, ask
and answer EFL/ESL related questions, post and read news on forthcoming
conferences, workshops and other events.
Students can use mailing lists as well to keep up with current news, learn new
vocabulary, and communicate with other students and teachers. The range of
topics in different discussion lists covers issues as diverse as health, music, the
environment, cinema, computers, family, hobbies, learning English, pets, sports,
and so on ad infinitum.
The term 'Web' is often used interchangeably with the term 'Internet', but in fact
they refer to different things. Internet is the whole 'package' of communication
services and information, which we summarised in section 3.3. The World Wide
Web is the information which is accessible through web pages, and is thus just
one part of the Internet. The Web consists of a huge collection of
interconnected electronic pages of information (Web pages) from around the
globe, and are stored in different servers. This area of the Internet has become
one of the most efficient ways of obtaining information as it contains a vast and
seemingly infinite amount of information and resources for students and
specialists from any field of study.
In order to locate a Web site you are required to enter an URL (Uniform
Resource Locators - simply the technical word for Web address) which helps
identify the document you are looking for and the protocol you will be using.
CALL learning resources are something today's teachers should be aware and
take advantage of. It is the teacher's responsibility to assist his/her students in
learning through what these resources have to offer. However, this does not
mean we should all rush out and buy stacks of CD-ROMs. Rather, we as
teachers need to learn how to critically examine these new tools.
1. Who are the users you are targeting? Kindergarteners and mature
adults have very different needs, to say the least.
2. What are the goals of the students you are targeting? Tourists,
businesspeople, scholars, all have very different goals and needs in
language learning. Someone who wants just a bit of English to get by for
a couple of weeks and someone who wants to translate scholarly articles
need different software.
3. What setting will the software be used in: independent study lab with
no teacher available, lab associated with a class, a teacher-led class with
one or a few computers? Students who come independently and work on
their own need software with much more explicit instruction built in than
ones who have been introduced to the software as part of a class.
4. How much do the teachers/lab assistants who will work with the
students know? Where the teachers don't know much about CALL, the
software needs to explicitly set goals. Where teachers don't know much
about language teaching, the software needs to have a curriculum built
into it. Skilled teachers can work with open-ended software like word-
processors and Internet resources.
5. What do you have now in the way of hardware and technical
assistance? Clearly, if you've got Windows machines, you won't be
buying Mac software and vice-versa. If you don't have CD-ROM drives,
you're limited in your options. If you have little or no technical support,
you need to buy simple programs that don't require much knowledge to
install and keep running.
Taking into account the above issues, teachers should be able to identify the
following categories in evaluating software:
Teacher roles:
Thorn (1995) has also considered other aspects for evaluating the effectiveness
of a program. These are as follows:
You should bear in mind that these are just a few suggestions. In your
assignment for this subject, we have summarised all these points into a simple
questionnaire that allows you to start analysing multimedia courseware.
The interface, which includes elements such as the menu, icons and layout, is
the essential link between user and computer; inadequate understanding of it
may result in partial use, non-use or misuse of the information. The instructions
should be simple, clear and concise and learners should not need prior
computer knowledge to use the program. However, for those educators who
have tried incorporating multimedia software into their learning environment, the
realisation of the gulf between what should be, and what is, is abundantly clear.
A study by Jolicoeur and Berger (1988) showed that learners are not accurate
at predicting the educational value of software, and they need guidance in
determining the order and parts of a program which they would most benefit
from using. Learners were found to be moving erratically around the program
repeating sections they enjoyed while not attempting others. The TILT project
(1995) found that novice users often chose the "Next Screen" option moving
through the content too quickly, as they were unsure of this new form of study.
A number of research studies support the view that user-support materials can
play a crucial role in encouraging effective use of a program by guiding the
learner through the program in a sequential manner which reflects the intended
objectives of the material and/or curriculum.
There are ways of turning a classroom into a mini self-access centre once or
twice a week or however often seems appropriate. This can be done by setting
up semi-permanent activity corners: ...
(Sheerin 1989:22)
Materials can also be linked into courses, syllabuses or assigned to learners for
homework or as follow-up activities to the work undertaken in a classroom
session. Reference CD-ROMs can also be used by teachers to help in their
lesson preparation, providing texts, sound, video, grammar or vocabulary
exercises that can be used in class.
Lesson planing
All teachers are aware of the importance of a well-planned lesson. However,
before using computers teachers need to prepare the lesson more thoroughly
than ever, and a backup plan is always very useful in case there is no electricity
or the software does not run on the equipment....Anyone who has used even
the simplest technology in the classroom knows how it has the habit of breaking
down at awkward moments.
Before planning any activity using multimedia, we not only have to carefully
prepare the material required, but we also need to consider the configuration of
the learning space - do learners work individually, in pairs, threes, or as a
whole-class group? Another important point that needs to be borne in mind is
what learning styles we want to promote - visual (textual and graphical), verbal,
aural, kinesthetic, social, or individual.
Gagne's (1979) nine instruction events provide a step by step guide which
shows teachers how to communicate information effectively to their learners
when using multimedia. This should result in better learning. The steps are:
The following is a list of websites which EFL teachers might find useful. Please
remember that website URLs change, although these websites were all active
at the time of going to print.
A site which offers good listening activities (you need to install Real
Audio).
http://www.hio.ft.hanze.nl/thar/listen.htm
Activities and worksheets to use in class, for intermediate level and up.
http://www.smic.be/smic5022/teacherhandouts.htm
• Video and songs
Lesson plans to use with well-known films.
http://www.eslnotes.com/