WORLDCALL 98
[ Conference Reports ]
CALL to Creativity
13 - 17 July 1998
University of Melbourne, Australia
Report compiled by Robin Goodfellow, Open University
General | Opening remarks |
Keynotes | Symposia
| Paper Presentations
These reports are summaries of presentations attended by a group of volunteer
rapporteurs. There were over 100 papers on the programme, so this is only a
selection. The volunteers chose which ones to attend, so the selection is arbitrary.
Apologies to those whose presentations haven't been included.
Reporter: Robin Goodfellow (Institute of Educational Technology,
Open University, UK. [email protected])
This first WORLDCALL conference was the longest, densest, and most stimulating
CALL conference I have attended. I congratulate the organisers, for their vision
in putting together a substantial programme of variety and quality, and for
the technical and administrative competence with which it was delivered. Plus,
in the middle of it all, we were able to share the excitement of our French
colleagues as their national football team beat the World for the first time
since Charlemagne!
WORLDCALLs of the future should aim at being more than simply large international
gatherings of state-of-the-art practitioners, as satisfying and useful as these
may be. They should focus on bringing the experiences of language professionals
in the developing world to the attention of the technologically privileged,
and on finding ways to adapt the creative approaches currently being applied
to teaching in stable environments, with relatively unlimited resources, to
the circumstances of deprivation and dislocation. WORLDCALL98 started this process,
with its scholarships and keynote policy, but we should be careful not to be
smug.
Reporter: Paul Gruba (Centre for Communication Skills and ESL, University
of Melbourne, Australia. [email protected])
WORLDCALL was a well organised and managed conference and the staff of the
Horwood Language Centre, particularly June Gassin, should feel proud of their
efforts in making the conference a success. There event attracted over 300 delegates
from 28 countries to become a truly international meeting.
For me, however, the greatest disappointment of the conference was in the somewhat
variable quality in the papers presented. Beginning with the initial keynote
speaker, Ben Schneiderman, several presenters put forward only sketches of what
new media can be used for within educational contexts. Many presenters seemed
hesitant, or unwilling, to give students true responsibility or voice within
technology-mediated learning situations. Both behaviourists and cognitivist
approaches to instruction were much in evidence for example, in talks which
discussed stand alone computer applications. To be fair, however, there is a
growing trend towards pedagogies and approaches which utilise a social constructivist
perspective. Indeed, the keynote talk by John Barson advocated such an approach
though he failed to articulate the body of work that exists to support the ideas
he himself has come to believe. Unfortunately, little evaluation of such ideas
has yet been conducted. In particular, assessment remains a weak point of CALL
studies.
For WORLDCALL to mature beyond this inaugural conference, delegates will need
to attend to issues already brought forward at other educational technology
forums (including EdMedia and ASCILITE, for example), a sharper political focus
on issues of access and equity will need to be highlighted, finally, organisers
will need to encourage delegates to use languages other than English for both
presentation and debate.
Reporter: Chris Hall (Department of German, University of Leicester, UK.
[email protected])
Just under 300 participants from 25 countries. Good spread of languages covered,
including Chinese, Japanese, Korean, Latin, Ancient Greek, Irish, Hebrew, Xhosa,
Gamileraay, Ganai.
Friendly atmosphere
Good organisation, except:
- the programme was poorly presented and difficult to read
- the ninety minute slots for papers with a change-over in the middle did
not work well (many papers overran and there was a constant stream of people
coming in late to the second half).
- There were too many `symposia', which for me were the least successful part
of the conference
Reporter: Robin Goodfellow, (Institute of Educational Technology, Open
University, UK. [email protected])
June Gassin (Chair, WORLDCALL Organising Committee. [email protected])
JG opened the conference, saying that the theme 'creativity' challenged us
to think creatively about education and technology...."in the broadest
sense - opportunities for all..". This commitment was reflected in the
decision by the organising committee to sponsor 7 delegates from `developing'
countries whose economies had been hit by the recent financial crises.
Edward Woodward (Chancellor, University of Melbourne)
EW stressed the themes of development of international (and informal) human
networks, and the need to bridge the gap between the technologically advanced
and 'those moving forward'. He said that WORLDCALL was one of the most important
conferences the University of Melbourne was hosting this year.
Phil Haywood (Minister of Tertiary Education and Training)
PH emphasised the multicultural/multilingual nature of Australian (especially
Victorian) society, the benefits it brings, and the role that language teachers
and technology have to play in promoting the development of languages other
than English.
Reporter: Robin Goodfellow, (Institute of Educational Technology, Open
University, UK. [email protected])
Ben Schneiderman (Human-Computer Interaction lab, University
of Maryland)
Educational aspirins for web fever - technology-supported, service-oriented
language learning
The title was just a bit of wordplay - the talk revolved round his model of
teaching/learning interaction summed up in the soundbite 'relate-create-donate'
- students are taught to use multimedia tools to carry out projects which involve
constructing web sites ('ambitious projects that are meaningful to someone outside
the classroom'). He showed a video of the University of Maryland's 'teaching
theatre' which was notable for its hi-tech hardware and the fact that it was
modelled on the conventional classroom layout with rows of desks containing
computers facing the 'teacher's dais' at the front. BS did not have much to
say that was specifically relevant to language learning, other than that it
is in the 'verbalisation of cognitive difficulties' that education takes place.
This stress on verbalisation echoes that of other US pioneers of network-based
learning, (eg: Turoff, Harasim) - the European tradition has often focused on
processes of internalisation of 'tacit' knowledge (eg: Polanyi). I can't at
the moment speak for Asian, African, & Pacific educational traditions, knowing
next to nothing about them. Hopefully future WORLDCALLs will help me to remedy
this deficiency. BS did suggest that as 'language is embedded in culture', language
teachers could encourage their students to carry out translation or publishing
projects in foreign languages. But, in my experience, it is sometimes difficult
to justify time spent learning to manage computer applications, when there is
the equally pressing need to devote time to language practice, correction, drilling
etc. BS finished his talk with a quote from Al Gore (1992), about 'directly
experiencing the vivid intensity of the ever-changing moment' - which didn't
mean a great deal to me, although it sounded pretty good!
Graham Davies: (Thames Valley University - partner in Camsoft
CALL publishing company. [email protected]).
True creativity often starts where language ends.
GD's title was taken from Arthur Koestler and he used it to argue that language
professionals, including teachers, need to look beyond the printed word in the
exercise of creativity in generating teaching material. The world of computer
games such as Myst and Riven gives us an indication of the kind of graphical
communication that technology holds out to us. He quoted a UNESCO survey of
1998 which revealed that 89% of UK school children claimed to have a computer
at home, but only 81% said they had at least 25 books - a generation brought
up 'in a different tradition'. But web technology has even 'driven video backwards
since the expodisk/montevidisco days. (GD quoted 'The dark side of the web'
by Clare Brodin 1997 - http://edvista.com/claire/darkweb/index.html
). GD enthralled his audience with a 5-minute sequence from Riven on a giant
screen - a totally enchanting but, despite the interactivity (decide where to
go - push levers - look through windows etc.), strangely passive experience.
When transferred into a language-interaction simulation (Oscar Lake demo) the
feeling of passivity was further emphasised, because of the absence of cultural
clues (designed in, to preserve applicability to more than one target language,
presumably in the greater interest of sales.). I rather felt that this made
the opposite point than GD intended - although it is clear that CALL designers
should look for inspiration to the creative achievements of the graphical world,
they should also remember that it is mainly through language and culture that
education works.
Madanmohan Rao (consultant in web-publishing at PlanetAsia, Bangalore. [email protected]).
Languages and the Internet - the push for multilingual publishing
MR focused on 2 themes which are relatively new to international CALL - computer
networks as a platform for lifelong learning, and the `culturally enabling'
impact of the Internet on ethnic populations living outside their country of
origin. The latter is an interesting perspective for language teachers; members
of cultural Diaspora (Chinese, Indian, Vietnamese etc.) now have, for the first
time ever, a platform to express their cultural identity across national boundaries.
(Eg: 730,000 Indians access the web from 75 different countries). MR aired some
statistics that were new to many of the delegates: China and Japan have over
10m net users, Thailand has a network connection in every school, Jordan has
recently launched an Arabic-speaking internet service. "Unlike mass media,
the Internet gives developing countries the chance to project their culture
worldwide".
For me this talk was THE keynote of the conference, because it gave a genuinely
global perspective to the notion of WORLDCALL. It was pleasing that the discussion
on the circumstances of developing countries continued in sessions and symposia
throughout the conference, although I felt that the issue of language education
at a distance, in the service of lifelong learning, did not really get much
of an airing. Maybe a theme for a future conference?
John Barson (Professor Emeritus of French at Stanford U. [email protected])
Dealing with double evolution: action-based learning approaches and instrumental
technology.
A large part of JB's talk was devoted to an extended metaphor for the exploration
of technical learning environment, based, with winsome illustrations, on a children's
story about a mouse learning to paint. This I personally did not appreciate,
and wish that keynote speakers would stick to making jokes for light relief
and not try to charm their audiences. In the rest of his talk he made some interesting
points about the likely convergence of student learning on the Net and the growth
of the `World's store of knowledge', and showed a video with some engaging examples
of Stanford student web projects. It was ironical that, following JB's fulsome
(and up to that point well-deserved) praise of the technical support the conference
had received, we were kept waiting 5 minutes for the video display technology
to work. Technological hubris conjures up pitfalls for all of us!
Chris Candlin (City University of Hong Kong. [email protected]).
WWWebbing, MOOing and Venning
CC based his highly erudite address on 2 simple diagrams illustrating ways
of conceptualising the relation between Data (what he called `Texts'), Information
(including tools), Processes (including means of access), and Strategy (including
roles). In one diagram the components were tightly locked in a grid formation,
in the other they were loosely joined by arrows. These were graphical representations
of views of learning curriculum, the former product/transmission-oriented, the
latter negotiated. He went on to elaborate by referring to remarks he made at
a conference in 1984, which he believed still held true, in which he used 3
paintings as metaphors for curricula. and quoted Braque, Capra, Rutherford,
and Van Lier. Talking about technologies, he characterised MOO and Web briefly
in terms of language use strategies and appropriate learning styles, and summed
up by claiming that "..the Web is open to the kind of process that all
Second Language research tells us we need..". This I find strangely titillating
as an idea, but I'm afraid I had lost the thread of the argument well before
that - and I still don't see what Venn diagrams had to do with it!
Reporter: Robin Goodfellow, (Institute of Educational Technology, Open
University, UK. [email protected])
CALL forward: New Technologies and new learning after the millennium.
Led by: Peter Liddell, Graham Davies, Mike Levy, Sue Otto, Madanmohan Rao
The panel were called on to discuss the themes: CALL and new technologies,
CALL and the learner, CALL and SLA theory. There was a lively discussion around
issues such as: who controls technology-in-education, what are the prospects
for intelligent interfaces, what does Second Language Acquisition theory have
to offer CALL etc.
Help mechanisms, expert advice and guidance in computer-mediated
language learning, with special reference to the Internet.
Led by: Roland Sussex, Deborah Hoven
The symposium leaders tried to engineer a discussion around the question of
what kind of `expert help' students using the Internet might require. The discussion
did not really develop because a) many in the audience did not themselves have
sufficient experience of the technology to confidently address the question,
and b) the concept of `expertise' never got properly defined, veering between
an inappropriate notion of `correctness' in the use of the Web, and a vague
set of pedagogical concerns to do with learning-as-surfing.
CALL in the developing world.
Led by Madanmohan Rao, Peiya Gu, Chen Hong, Pansy Kandiah, Gideon de Kock, Tsisana
Tsiskaridze, Nghiem Van Ngo
This symposium consisted mainly of separate presentations by the symposium
leaders, outlining the circumstances of CALL in their countries. The presentations
were very informative, but a more energetic discussion might have been generated
if more of the presenters had adopted Madan Rao's robustly provocative attitude
to the relations between technological haves and have-nots.
Reporter: Chris Hall (Department of German, University of Leicester, UK.
[email protected])
In a symposium or panel discussion entitled `What should we teach graduate
students about CALL? CALL in MA and PhD programmes', Graham Chesters, Graham
Davies, Robert Debski, Mike Levy, Sue Otto and Carol Chapelle outlined the
contents of advanced degree programmes in CALL at Australian, British and US
universities. As is to be expected with such a comparatively new field, there
are considerable differences in the organisation, content and aims of these
programmes, but it was extremely useful to have them presented side by side.
Detailed information on course content is available on a number of web sites,
especially those of the universities of Hull,
Melbourne and Queensland.
Reporter: Peter White (University of Queensland, Australia. [email protected])
The panel were all educators from Victoria. Each participant provided some
details as to how CALL and technology overall was used in their areas.
Denis stated that there are 30 discrete or independent technologies useable
for 2LL which include audiographics (telematics), video conferencing, interactive
books, ISTV, CD-ROMS, the Internet and the Web. In setting up a technologically
based program, it is important to consider the questions of who, what, how,
where and when. He indicated how the Victorian School of Languages uses some
of these technologies.
Karen Barty discussed the establishment of a virtual classroom. She was involved
in setting up such for Years 11 and 12 which used the Internet, voice links
via telephone, and email for teachers and students. Year 12 used the system
synchronously whereas Year 11 used it asynchronously.
Christine Ekin-Smyth talked about the Victorian Education Department's Navigator
Schools - pilot schools involved in using technology within their curriculum
design. She discussed Victoria's commitment to technology in education which
is a major networking of all schools, the training of all teachers, and the
provision of a laptop computer for each teacher in State schools.
Ann Gugger is a Webmaster with the Victorian School of Languages and works
with Japanese teachers. They are developing web pages in Japanese, and using
a Web-base discussion group and email to contact Japanese teachers throughout
the state. Professional development of teachers is an essential component to
make the system work. She make a point that by using this sort of approach,
changes are needed in classroom management and resources. There is a big change
from managing kids to one of more experimentation.
Elaine Tarran is the head of languages at Scotch College, which teaches French,
German, Chinese and Indonesian. The college has a languages and cultures centre
with Macintosh and PC-based self-access labs. There are links all around the
school for lap top connections to the Internet and the college's own proxy server.
The college takes a holistic approach: technological literacy underpins the
whole curriculum. Professional development for teachers is a given and there
is a philosophy of belonging to a learning community.
However, she make a point that computers don't drive the curriculum. In the
languages area they use generic software instead of CALL programs per se. So
they use Filemaker Pro and Access for concordancing, spreadsheets and the Internet
for cultural analysis, etc. While they do use CALL CD-ROMs, she claims there
is a `chasm' between software designers and teachers.
The college is part of global classroom project. For further details, go to
http://www.jakgym.se/projekt/wasser
Reporter: Robin Goodfellow, (Institute of Educational Technology, Open
University, UK. [email protected])
Graham Chesters (University of Hull, UK. [email protected]).
Merlin: Course delivery, tutor support using two global networks.
GC described Hull University's Merlin project which piloted some courses in
EFL on the Internet, using the dual platform of Web and telephone system. The
idea was to 'socialise the internet' by providing tutor support for cooperative
learning. GC reported that 85% of the student participants achieved their target
reading skills, as against 67% of a classroom-taught control group. Hull is
going on to extend the use of the Merlin platform to other disciplines.
Margaret Allan (James Cook University, Australia. [email protected])
Language awareness and the support role of technology.
MA discussed the requirements of a Language Support Network for learners of
English for Academic Purposes, to provide alternatives to scheduled language
classes, face-to-face tutorials, and special language support for areas such
as Science. She was concerned to base her approach on theoretical principles
derived from work in corpus linguistics and data-driven learning. She proposed
the use of concordancy to extract focal examples for 'language awareness tasks'
from specialist journals. Some interesting discussion arose from a question
about whether the EAP problem is lexical-structural or rhetorical.
Terry Atkinson (University of Bristol, UK. [email protected]).
Researching language learning and technology
This presentation described an action research programmes in UK secondary schools
(the only session dealing with secondary schools that I saw). TA started from
the well-made point that most money goes on development not research (a syndrome
we in CALL are well-familiar with). Pressure to show benefits from investment
leads away from in-depth analysis of problems and towards facile talk of `solutions'.
He described 6 projects investigating questions like: what are the benefits
of getting students to develop web pages? (marginal improvement in writing skills)
How do they solve problems using hypermedia? (Better with linear media - electronic
books). What improvement does Fun with Texts produce? (None). What impact of
using email for reciprocal (Eng-German) correction? (Improved motivation, awareness
of errors) - due to authentic use of internet. What are characteristics of collaborative
writing projects on the internet? (Heavy workload for online tutor). He Concluded
that remote/peer tutoring and practitioner research have definite possibilities.
Lots of questions showing that audience were engaged by the distinctions between
`real' and `action' research, `research' and `professional development for teachers'
etc. Very good presentation with admirable degree of scepticism necessary for
objective assessment of role of technology.
Uwe Wilhelm (Acadia University, Canada. [email protected])
A dream come true? Teaching foreign language in a completely wired and 100%
computer accessible learning environment.
This presenter perfectly reflected the schizophrenia of a technology-enthusiastic
teacher who finds themselves at the mercy of technocrats. Acadia University
being effectively in partnership for profit with IBM and other commercial interests
(UW teaches in a classroom with a `Bank of Montreal' plaque on the wall behind
him), IT is used to proclaim academic advantage over other teaching institutions.
Its use is mandatory for teaching - all students are equipped with a laptop,
and everywhere you sit down there is a plug (over 5000 access points throughout
the campus). UW asked the crucial questions - does IT increase student motivation?
Does it help them learn? His answers were qualified; intrinsic motivation seems
to be diminished, there's no obvious evidence of improved learning - but there
is enthusiasm amongst staff who can now `do things they couldn't do before'
(although the downside is they can't do things differently from other people
any more!). In the end UW remains enthusiastic about the particular potentials
of technology for language learning, especially in the use of audio - but he
is cynical about the motivation of the technological universities themselves
- are they really interested in learning? Spending money on machines squeezes
out people. He ended with a warning - `be careful what you wish for - you might
get it!' Some people in the audience took up a discussion about the effect of
IT-centred policies in turning face-to-face institutions into distance learning
ones.
Roger Ganderton (University of Queensland, Aus. [email protected])
Observing L2 reading on the World Wide Web: New processes and strategies for
a new medium?
RG addressed the issue of research into the impact that world wide web formats
have on students' reading. As he accurately pointed out, much current advocacy
of the web for learning is based simply on the characteristics of the medium
(eg: hypertext) or anecdotal experience from enthusiastic teachers. The research
described was a study of 6 intermediate learners of French. Working in pairs,
their discussions were recorded in an attempt to identify the reading strategies
they used when carrying out a web-based task. Lots of useful categories of analysis
were developed: students' managing of unfamiliar vocabulary & syntax, their
apprehension of discourse structure (awareness of the structure of the pages
& sites they were perusing), the critical choices they made etc. Although
there were no clear conclusions advanced, the account gave rise to a lot of
pertinent discussion about the difference between reading and browsing, the
extent of understanding or retaining of information encountered, and the effects
of setting task objectives as opposed to allowing learners free choice.
Richard Harrison, Graeme Smith (University of Melbourne, Aus.
[email protected])
VideoWatcher: Promoting creativity and collaboration in listening comprehension
for Japanese in a networked computing environment.
This presentation described the development of classroom pedagogical techniques
exploiting computer-based video manipulation technology to work with short clips
from Japanese TV. The approach was imaginative and well-grounded in theories
of group-based learning, and offered a solution to the problem of getting students
`thinking actively' about language on television. In the course of development
a large amount of data had been amassed (using a program called VideoWatcher)
recording students' activities in selecting and exploiting video clips - in
the spirit of collecting useful data of students learning with technology, but
the presenters were as yet unable to decide what to do with it (ie: how to interpret
it)! The fact that this presentation was entitled Videowatch suggests that the
authors expected to focus more on the research data, but were overtaken by the
need to do some good teaching with the technology. However, the data is clearly
still there - is it too much to hope that they will one day either analyse it
themselves, or make it available to someone else to use?
Nina Garrett (Wesleyan University, USA. [email protected])
Towards a theory of CALL
Despite her title NG claimed not to be trying to develop a single theory of
CALL, her interest was in tackling the tendency we have to "..justify bits
and pieces of CALL with bits and pieces of theory..". In the absence of
any body of theory to help us determine what teachers and learners should do
with computers, we are vulnerable to ideological mandates, such as the heavy
emphasis on communicative models which leads us to undervalue the role of technology
in more explicatory, behavioural, or distance-learning modes. The kind of theoretical
issues we need to think through are those to do with characterising and distinguishing
the particular kinds of learning that occur in face-to-face and computer-mediated
environments. We need to develop falsifiable hypotheses out of our experience,
in order to test the kind of computer-assisted learning that have `no analog'
in the face-to-face classroom. In the discussion that followed, many interesting
issues were aired, including the kind of learning theories that students (not
only teachers) have, and the problem of the ideologising of theory in general.
NGs observations about the `bits and pieces' of theory are certainly born out
when we look through the proceedings of conferences like this. But at least
it shows we are aware of the need for principles and premises. Perhaps another
take on the problem is to tackle the issue of research methodologies - what
do we count as evidence of CALL in action?
Dominique Hemard (London Guildhall University, UK. [email protected])
Good theory-based practice in hypermedia CALL: Design guidelines as a practical
source of theoretical knowledge.
DH was arguing for the inclusion in CALL design considerations of a neglected
body of theory - Human Computer Interaction. On the basis of a number of studies
of users `walking through' various learning programs, he concluded that instructional
design has `no chance' of realising the designers assumptions about learning,
if the interface is wrong. His solution was to develop design guidelines able
to provide expert support, procedures and checklists as a vehicle for bridging
the gap between design theory and practice.
Fran�oise Blin (Dublin City University, Eire. [email protected])
Investigating the relationship between CALL and the development of learner autonomy:
issues, research tools and preliminary results.
This presentation looked at how to study the relation between learner autonomy
and the use of IT - a relationship which is the driving force behind the educational
philosophy of a number of teaching institutions. FB described her use of learner
diaries, individual and group reports, with 29 student scientists learning French.
She presented 5 student autonomy `profiles' derived from analysis of their approaches
to tasks, monitoring, self-evaluation, planning and decision-making etc. These
profiles showed that only the students with near-optimum levels of autonomy
demonstrated fully constructive use of computer technology in their learning.
The controversial conclusion suggested by this finding is that technology-use
is a product rather than a factor in the development of, learner autonomy.
Linda Mak (Hong Kong University of Science and Technology [email protected])
Learning ESL on electronic networks: verifying the claims and the evidence
LM set out to test some of the claims made for email interaction between students
and teachers based on small scale studies. Her own studies focused on 20 discussion
groups in the Helsinki University of Technology email writing project (http://www.hut.fi/~rvilmi/Project/).
What she was particularly interested in investigating was claims to do with
`technopower and suppression', for example, that teachers were held to use their
status to dominate students online. LM described the electronic message schema
she used to categorise messages according to the rhetorical `moves' they perform,
and showed that there was no significant evidence of teacher domination in the
email groups she examined. There was an interesting discussion about different
cultural interpretations of some of these messages, in which, for example, expressions
perceived as polite or neutral by students from China might be seen as patronising
by students from Western Europe. A larger question concerning the problems of
validating discourse analysis data as evidence of sociolinguistic behaviour
hovered but did not get debated.
Claire Kennedy & Tiziana Micelli (Griffith University,
Aus. [email protected])
Student talk and multimedia
The presenters discussed the evaluation of students' work with a videodisk
system for Italian. The evaluation focused on an analysis, from observation
of pairs in conversational interaction, of strategies used in studying with
authentic video material. Starting from the observation that managing the software
interface during pairwork can actually impair communication, CK & TM described
a neat piece of research which showed that an activity design in which the students
were not required to talk whilst watching the video and only used the computer
to help them complete comprehension testing activities afterwards, produced
talk which was over 70% in the target language.
Leslie Shield (Open University, UK [email protected])
Collaboration in a virtual world - group work and the distance language learner
This presentation was distinguished by having a virtual as well as an actual
presenter - located 3000 miles away in Brazil, Marcus Weininger (University
of Santa Catarina) interacted with the audience in real time via a MOO interface
projected on the screen. The 2 presenters showed how MOO environments can involve
students in interacting with virtual spaces as well as with other people, and
this can be used as the basis for language learning projects. The MOO environments
support links directly to web sites and to other tools, such as `whiteboards'
which can be used for collaborative work. Although this technology and its application
to language learning represents an exciting and significantly new approach to
CALL, it is surprising that this session was one of only two to explicitly address
it (the other was Jane Turner, University of Queensland [email protected]
"Building a MOO environment ` A walk out on the ICE")
Valarie Pickard (University of Hong Kong. [email protected])
Concordancing student journal entries: an aid to course evaluation
VP described her use of concordance software to analyse EAP student journals
following a course on `learning from expert writing'. She also discussed some
of the issues of confidentiality which arise when using student diaries as data.
Matthias Schulze (UMIST, UK [email protected])
Use and re-use of syntactic parsers in CALL: towards diagnosing learner input
This paper was the only one I could find in the whole programme dealing with
natural language processing or `intelligent' CALL, which is interesting since
it is only 5 years since the debate about `hard' versus `soft' ICALL agendas
was in full swing in Eurocall (see Matthews in Computers & Education 23,
1/2). This presenter admitted to preferring the term `parser-based' to `intelligent'
CALL, because of his desire to support but not to impact on the learning process.
He described a system which uses a grammar based on principles and parameters
theory to report mismatches in student output back to the student so that they
can reflect on their production. The enthusiastic response of the audience to
this talk showed that there are still plenty of NLP supporters in the CALL community,
just waiting for the pendulum to swing back!
Reporter: Paul Gruba (Centre for Communication Skills and ESL, University
of Melbourne, Australia. [email protected])
C. Andrews (University of Melbourne, Australia [email protected])
Experimental writing on the web: Espace des folles/ Cybership of fools
Unique among the conference presentations, Andrews co-presented the work with
two students who had actually participated in a Web-based learning project.
After an explanation of the theory and issues that underlie the building of
complex word games and puzzles (e.g., authors are not allowed to use the letter
`e' in short texts), Andrews introduced the two students who had built the site.
Once student, it should be noted, was very comfortable with Java scripting whilst
the other was clearly comfortable with French language study. None the less,
the students stated that the project work `stretched their language abilities'
beyond their ten years of French learning experience. The inclusion of the students
allowed an opportunity for direct questions (`The workload was extreme -- what
was in it for you as students?') and gave veracity to the effectiveness of the
approach. The site they constructed was elegant, effective and full of challenge,
and now stands as a resource for those interested in such approaches to French
language exercises.
E. Avinor (University of Haifa, Israel. [email protected])
Using childrens literature for remedial reading comprehension: Promoting cognitive
autonomy
Faced with low-proficiency students in Israel, Avinor utilised CALL technologies
(Win CALIS) to assist in the teaching of adult literacy skills. For Avinor,
low level students are the most difficult to teach because of their `lack of
cognitive strategies' and familiarity with complex texts. To entice their study
and prepare them to gain entrance to tertiary institutions, children's literature
is used. The literature, such as `Wind in the Willows' are typed into a text-only
database and annotations are added. Students read the onscreen text and then
click on a series of short answer questions. The application then responds with
hints, correct or incorrect answers in colour-coded combinations. Humour in
responses are prevalent throughout.
Avinor was well aware of audience criticism regarding the limitations of the
text only application. Unfortunately, the lack of pedagogical foundations in
her work precluded further discussion of why she chose to adopt such an approach
to reading instruction. Regrettably too, Avinor did not discuss the socio-political
context in which Israeli immigrants are given access to CALL technologies.
J. Colpaert (University of Antwerp, Belgium. [email protected])
More creativity through in-depth structuring of multi-carrier language learning
contents
In line with the conference theme, Colpaert began his paper with a discussion
of the possible interpretations of `creativity' and found that definitions of
the construct vary widely. Wading through a number of possibilities, Colpaert
advocated that educators adopt a version of in which creative activities imply
a beneficial outcome. Unfortunately, he noted, theory in CALL has not yet developed
sufficiently to lead to a significant impact on learning processes. As such,
Colpaert asked questions regarding they type of research should we be doing
to build CALL.
Colpaert criticised CALL practitioners for creating applications which had
poor reusability and transferability, were labour intensive to construct and
then exploited insufficiently. To correct these shortcomings in his own project
that aims to transform CALL instruction in Belgium, Colpaert has created a design
pattern intended to be a generic model for structuring language learning content.
Database and templates, for example, are separated from software and data models
within this approach. Further, multi-carrier considerations in moving texts
from books to cd roms to internet applications are taken into account in the
project.
Colpaert responded to questions of limitation of this model by stating that
sound transfer, image interactivity and insufficient technologies hampered full
realisation of the project. Further, more users were needed to test and evaluate
the embryonic system.
D. Herren (Middlebury College, USA. [email protected])
Cross-platform, network aware, development and delivery of CALL
As Herren ended his talk, the first question asked was: `I'm sold, so how can
I buy it?'. Seemingly more like a sales pitch at times than an academic paper,
Herren presented work on the development of an application named `Media Engine'
that aims to be a cross-platform, multilingual authoring system. With so many
similar applications on the market, why bother? For Herren, the effort pays
off in that it is designed specifically for foreign language instructors and
meets all of their needs for ease of use, adaptability and cross-platform access.
From the demonstration which took up the bulk of the presentation, Media Engine
looks to be a strong contender for those looking to buy a simple CALL authoring
system.
Responding to concerns that the application was not Internet compatible, Herren
stated that the Web access to on the East Coast of the United States was often
slow. Issues of copyright material also entered the decision to make the application
stand alone for the moment. Later upgrades of the application, following its
initial release in September, will include components for assessment and Java
applets.
H. Liou (National Tsing Hua University, Taiwan. [email protected])
Toward a model for CMC assisted EFL learning
Before focusing on Liou's presentation, it is worth noting that the word `model'
is often abused among academics attempting to pull together a coherent theory
of patterns within their observations. True models, it can be argued, meet three
requirements: they can be subject to disconfirmability, are parsimonious and
have an explanatory function. At this point in Liou's research, none of these
criteria can yet be met. A preliminary framework, based on a brief investigation,
better describes the presentation.
Following a dense review of theory related to Vygotskian theoretical perspectives
and a critique that ideas related to the existence of a `zone of proximal development'
still require investigation, Liou described a study of four students in Taiwan
who worked with CALL writing applications. Process and product data were examined
as a basis for the preliminary framework. At this stage of the investigation,
the brief study and lack of precise definitions of terminologies has resulted
in little more than simple line drawings that attempt to connect such constructs
as `intersubjectivity' and `intertextuality' and `big external contextedness'
within a series of boxes.
M. Ledgerwood (University at Stony brook, USA. [email protected])
CALL within a Languages across the curriculum as a motivator for learning languages
Ledgerwood started his presentation with plea for help: is there anyone in
the audience who can point out CALL resources that would assist in a `languages
across the curriculum' project? From that point, the presenter described how
the State University system of New York is attempting to better integrate the
use of foreign languages in several content courses. Essentially, content lecturers
allow students to complete at least one assignment in a foreign language (let's
say, for example, a short historical paper in French within a European history
class) during which they gain experience in using the target language. At some
tertiary institutions, the initiative has been so successful as to not only
save a department of German once it was connected to an Engineering program
but to actually expand the number of academic staff needed.
Ledgerwood was asked questions concerning the details of the program as he
demonstrated some Web-based applications which help lectures to annotate target
language texts. At the moment, progress in the area is modest but appears to
be growing.
K. Nozawa (Toyohashi University of Technology, Japan. [email protected])
World wide web projects through collaborative learning
Nozawa described two projects which utilised the Web as a bulletin board to
mount student work. Conducted at a Japanese university specialising in technology,
the project aimed to help engineering students familiarise themselves with Web
applications, work in small groups and learn to build Web pages. Members of
the audience were given extensive displays of the sites as Nozawa explained
their intricacies.
Unfortunately, the presenter did not discuss the motivation and need for collaborative
learning at his institution. This appears to be a widespread flaw in a number
of similar CALL projects. Instructors, it appears, are fascinated with the technologies
at hand and neglect to explicitly teach students issues regarding small group
dynamics, leadership theory, and conflict resolution. As a result, assumptions
that `collaborative learning just takes place' within a mediated environment
take a hard fall. In this talk, for example, Nozawa admitted that attendance
for the class dropped significantly and that many of the student mini-projects
were left incomplete. Difficulties with technology, as opposed to flaws in group
interactions or project management were blamed. Surely, as CALL matures and
the rise in collaborative projects increases, there is a need to direct attention
to models of communication utilised in other educational or business contexts
that go far beyond explanations that site-building is a complex task.
Reporter: Margo J. Till (Queensland University of Technology,
Australia.)
John Atkinson-Abutridy (Universidad de Concepcion, Chile)
Venus: Motivating the learning process of Spanish as a foreign language through
multimedia
John Atkinson-Abutridy gave an entertaining presentation on a multimedia CD-ROM
project for teaching Spanish as a Foreign Language. Venus (the program's title)
offers teachers of Spanish an opportunity to improve their language skills and
further their knowledge of Chilean culture by interacting with authentic material.
The goal of the project is to present core communicative situations with different
linguistic function and notions included. Providing learners with the opportunity
to explore language at a number of different levels is also a priority and the
ability to navigate through Venus in a non-sequential manner helps to facilitate
this linguistic exploration.
In the prototype model, a unit of work has been created around the theme of
love and all components of the program pertain to this, the centrepoint being
a love scene taken from a popular Chilean soap opera. Learners are able to access
material on grammar, pragmatics, culture and vocabulary relating to material
covered in the video segment and to the subject of "love" in general.
A number of dialogues recorded by female and male native speakers of Spanish
are available for them to listen to, and the option to record their own voices
and to experiment with different roles is provided. Traditional aural comprehension
exercises (based on the TOEFL format) are also available.
This project is impressive is its coverage of linguistic and sociolinguistic
aspects of language instruction. The choice of theme and the inclusion of authentic
video and audio materials engender an environment where language learning is
fun. Music is used to enhance learner interest and further linguistic and cultural
knowledge as learners can hear a number of love songs and can read their lyrics
and the singers' biographies.
Commercial distribution of the program is being considered but it was acknowledged
that legal issues surrounding the use of authentic materials in multimedia production
will need to be addressed before this can take place. The possibility of using
the program as a template for further material creation was also raised.
Judith M. Gallian and Gerald Greenfield (Miyazaki International
College, Japan. [email protected])
Benchmarks for computer literacy: An intersection of information science and
liberal arts
This presentation provided an overview of a course designed to help first year
students at an English language liberal arts college in Japan develop computer
skills while using English. Greenfield reported on the creation of a series
of benchmarks for computer literacy intended to assist in assessing student
skills and in measuring their progress. These benchmarks have been divided into
four main categories: wordprocessing, page layout and graphics, Intranet and
Internet, and HTML and web page authoring.
Gallian showed examples of work produced by the students in the course and
observed several positive outcomes, such as:
students being able to apply skills learned in one program when using another
students' development of independent research skills and ability to think critically
about the material they were incorporating into their web pages collaborative
learning as students worked together to complete projects "quieter"
students participating actively in the class increased motivation exhibited
by students arriving to class early and leaving late students taking advantage
of the opportunity for self-expression by creating original work autonomous
learning as within one class a multitude of different tasks were being accomplished
students becoming more confident about demonstrating skills and abilities in
front of their peers.
The presenters emphasised the need for flexibility in the planning process
as well as in conducting classes. In the future the list of benchmarks will
be refined in order that they include only those behaviours which are particularly
characteristic of desired student learning outcomes.
Pansy Amirthamalar Kandiah (National Institute of Public Administration,
Malaysia. [email protected])
A course of adult distance learning: A multimedia model
Pansy Kandiah gave a demonstration of how their institute implements CALL into
the on-campus module of their distance education program. Realising that distance
education students have limited time to spend in the classroom, CALL is being
used to accelerate their learning process by providing additional practice for
lessons learned in class.
This program is used as a teaching aid to allow students to interact individually
with specified language points. Collaboration is indirectly encouraged as the
students first work independently deduce answers to the questions contained
in the program and then discuss these answers with others in the class.
The interface and navigation have been standardised for each of the units enabling
users to quickly acquire the skills needed to explore the application. Progress
through the program is restricted to allow students to access only those units
which have already been covered in class. This enables the student to focus
on the material just presented while allowing them to review previous lessons.
Experience has indicated that the one hour CALL modules seem to meet the minimum
needs of most students.
An example unit was shown in which students were to practice "language
of perception". The objective of the grammar-based lesson was set out and
key terms defined. Interactive exercises were provided where students were asked
to drag and drop words to complete sentences. Material was then consolidated
within subsequent exercises. The application took advantage of the multimedia
environment to allow students to read a text, listen to a model and then make
their own recording for comparison on playback. The gradual removal of written
text with each subsequent reading allowed students to gain confidence as they
began to fill in the blanks on their own.
Future work will centre around developing additional CALL components in the
areas of grammar and vocabulary. Addition of a pre and post test module may
also be considered in order to better evaluate the students' progress in these
areas.
William Haworth (Liverpool John Moores University, UK. [email protected])
Web-Enhanced Language Learning: The WELL Project
Realising the full potential of the WWW is a common concern for language teachers.
William Haworth spoke about how he and his colleagues are aiming to help
teachers make the best use of the medium through their work on the WELL
Project. The WELL Project is endeavouring to promote good pedagogy by
providing access to high quality language learning resources on the WWW.
Haworth reported that to help assess the information needs of the potential
users needs, a questionnaire on the use of technology had been distributed
across the entire higher education sector in the UK. Key findings highlighted
by Haworth included:
- a lack of information and training were the main limitations in discouraging
teachers from using the web in their teaching practice
- E-mail was used frequently in less than 25% of classrooms
- considerable interest was shown in the web which, despite only having been
available for the past three years
- most web users were self-taught or taught by peer example
- the most popular use of the Internet in teaching is as a source of authentic
materials which are presented to the students off-line.
With an emphasis on "low technology and high pedagogy", the site
will specifically target those teachers interested in acquiring new teaching
techniques. Representative examples of good practice are being selected for
inclusion on the page and an e-mail discussion list has been started to help
facilitate information exchange between the "digerati" and the "technophobes".
Maintenance of a collection of teacher's experiences with the web is intended
to encourage critical assessment of the use of the medium. Future developments
will include a learner section to complement the teacher's material.
A cautionary note was sounded about administrators who see the web use as a
means of multiplying student numbers while reducing staffing. Training and knowledge
sharing are seen as ways to combat this trend.
Gearoid O Neill (University of Limerick, Eire. [email protected])
An Focloir Beag: An on-line Irish dictionary
As a means of both preserving an ancient language and providing a resource
tool for CALL teaching, Gearoid O Neill and his colleagues have developed a
monolingual Irish dictionary which can be accessed via the Internet. Believed
to be the first dictionary of its kind, the site developers have relied greatly
on the support of many colleagues to see their plans come to fruition. Following
a brief introduction of the Irish language, O Neill described the on-line dictionary
which will include extensive grammatical information as well as lexical references.
The source material for the dictionary is based on that contained in the Irish-Irish
An Foclo'ir Beag published by An Gu'm.
A URL for locating the dictionary on the web was given as http://www.csis.ul.ie/focloir.
Written entirely in Irish, the site's interface is simple and uncluttered, .
Embedded scripting allows language learners and teachers to search for the meanings
and grammatical use of Irish words. To date the dictionary contains some 13,000
words which, with congregations and declensions, expands to about 100,000 words.
One of the challenges faced in creating the dictionary has been finding volunteers
to assist in adding definitions to all of the words listed. While interest has
been expressed in the project, the sheer volume of work to be done means that
input from outside sources would greatly help speed up progress. O Neill also
welcomed critical feedback on the site and suggestions for improvement. Those
interested in contributing to this unique learning resource can e-mail him at
[email protected].
Douglas G. Mills (University of Illinois, USA. [email protected])
Interactive web-based language learning; The state of the art
Advances in technology are providing CALL teachers with new modes of interactive
delivery on the World Wide Web. Douglas Mills talked about some of the most
popular programming languages currently in use on the Internet. With a basic
understanding of the web and Hyper Text Markup Language (HTML), creating interactive
web pages is easily achievable. A brief insight into the benefits and drawbacks
of a number of interactive programming methods, ranging from JavaScript (which
uses straight HTML code) to the more complex Java and CGI (Common Gateway Interface)
server side encoding was given.
Mills has set out his research on a web page which provides examples of each
of the methods discussed. From here users are able to see practical demonstrations
of interactive tools at work through numerous links Mills has established. For
each type of interactive technology reviewed there are examples of its strengths
and limitations and its current uses and potential uses. Links have been provided
to selected resources which demonstrate the programming language in use.
The technology has also been ranked in terms of the frequency of its use on
the Internet. CGIs and JavaScript are indicated as being commonly used and Java
and Shockwave less commonly. DHTML (Dynamic Hyper Text Mark-Up Language) and
Databases currently get minimal use while XML (Extensible Mark-Up Language)
is still in the developmental stage.
With his insights into adding interactivity to web-based resources, Mills has
demonstrated that there is cause for optimism for those language teachers interested
in exploring new methods of delivering material on the WWW. Mills' site can
be found at http://iei.lang.uiuc.edu/~dmills/WorldCALL.
Mike Levy (University of Queensland, Australia. [email protected])
A multimedia design framework for the learning of culture and language discourse
Despite years of language lessons in their home countries non-native speakers
of English studying in Australia often find making friends somewhat difficult.
This very practical problem provided the impetus for the multimedia CD-ROM project
"Getting to Know You". Mike Levy demonstrated the CD-ROM and discussed
the theoretical basis for its design in some detail.
The concept of "noticing" Schmidt (1990, 1993) was one of the most
influential theories for the project. This idea, that something must be noticed
before it can be learned, was readily adaptable to a multimedia environment
where video and graphics could be used to emphasise selected language features.
In "Getting to Know You" four types of lights
represented the conversational events of opening, closing, misunderstanding,
and leading present in the video. Tasks directed student attention to the lights
to help them make use of this information.
The programs' design also drew from work by Cumming and Sussex (1993) on task
and discussion levels of learning. To strengthen the link between the interactions
on the CD-ROM and the students' interactions in the real-world, program tasks
were separated into two parts: action and reflection. At the action level, students
watched the lights and answered questions relating to highlighted language features.
At the reflection level, focus questions gave them the opportunity to consider
information from the video in the broader context of their experiences at home
and in Australia.
Student evaluations showed they identified with the characters in the video.
The explicit link being drawn between theory and design facilitated a more systematic
evaluation as the specific features within the program could be targeted.
Version 2 of the CD-ROM will focus on sociopragmatic failure stemming from
crossculturally different perceptions of what constitutes appropriate linguistic
behaviour. The goal is to provide a range of tasks that will help students notice
where communication breakdown can occur and to develop coping strategies.
Peter White (University of Queensland, Australia. [email protected])
Teaching Training in CALL: A critical path to the future
While increased funding in the area of educational technology has meant greater
access to computers in schools, the integration of these resources into the
curriculum has been hampered due to a lack of adequate teacher training. Speaking
particularly to language teaching, Peter White described the convergence of
two policy aspects at Education Queensland: the introduction of computers in
schools and the ongoing development of a syllabus for teaching LOTE. While it
is acknowledged that there will be some crossover between the two policy streams
the practical implications for the language teacher have not yet fully been
addressed.
White emphasised the importance of a training program which considers both
the technical and the pedagogic capabilities of the computer. To meet this need
a matrix approach to language teacher education and technology was suggested.
Teacher education was divided into three groups: pre-service, in-service, and
post graduate. At all levels training would cover the areas of language, pedagogy,
and computing, and appropriate performance benchmarks would be indicated for
each.
The matrix model was applied to a pre-service training course held at the University
of Queensland. Near the end of their course novice LOTE teachers participated
in an eight hour CALL module split evenly between lectures and hands-on work.
Pre-training surveys revealed that most participants had some knowledge of wordprocessing,
e-mail and web browsing but were less familiar with downloading from the web
or using spreadsheets. Only two of the 67 respondents knew what authoring was.
Student evaluations of the module were largely positive, particularly for the
students who had placed themselves in the beginner category. Written comments
provided helpful feedback, leading to a recommendation for CALL instruction
to be included earlier in the course so skills can be developed and put to use
in practicum placements. Instructional content would best be determined on the
practical needs of specific student groups.
Reporter: Chris Hall (Department of German, University of Leicester, UK.
[email protected])
Claire Bradin (Michigan State University, USA. [email protected])
Utilisation of input in CALL: A research study
CB was interested in finding out how students take advantage of the numerous
options and the flexibility of CALL programmes. Her research showed that most
students went through the dialogues and texts of a multimedia package only once,
but that better use was made of the feedback provided: as many as 97% of those
who first got the answer wrong clicked on the right answer button to find out
what the correct answer was.
Debra Hoven (University of Queensland, Austrialia. [email protected])
Modelling learner-centred CALL
DH considered the design of learner-centred CALL programmes. New technology
requires new pedagogical models, but these models should be informed by findings
in other areas such as classroom interaction, self-directed learning and the
use of audio and video in more traditional forms of teaching. If learners are
to be in control of their own learning, programmes must be easy to navigate
and learners must be provided with enough information to make informed decisions.
Peter Austin (University of Melbourne, Australia.)
PA described the background and linguistic principles of a bilingual dictionary
for the Australian Aboriginal language Gamilaraay (Kamileroi) for the World
Wide Web. The result is the world's first fully hypermedia-integrated bilingual
dictionary on the Web, which can be viewed at http://coombs.anu.edu.au/WWWVLPages/AborigPages/LANG/GAMDICT/GAMDICT.HTM.
Denise B�rtoli-Braga (UNICAMP, Brazil. [email protected])
Acquiring reading through self-tutoring process : the role of the learners autonomy
DBB reported on a project to provide self-study materials for the development
of L2 reading skills for graduate students at her university. She discussed
the general principles adopted in the material and the results of a questionnaire,
designed to ascertain students' readiness for autonomous learning. One interesting
result the questionnaire brought out was the high level of teacher-dependence
among Brazilian students. In the discussion following the paper it was pointed
out that a high level of teacher-dependence is by no means restricted to Brazilian
students.
Peter Lidell (University of Victoria, Canada. [email protected])
CALL in a cold climate. Sweden and Canada compared
PL compared the funding, methodology and facilities for CALL in Canada and
Sweden. The two countries show how good results can be achieved with very different
approaches, but in one point there is an almost identical situation: the `cold
climate' as far as funding is concerned.
Maija Tammelin (Helsinki School of Ecoomics and Business Administration,
Finland. [email protected])
Introducing a multidimensional classroom into university teaching and learning:
new media - new options
MT described the design for a multidimensional classroom integrating face-to-face
sessions with telematic communication (computer + telecommunication) such as
email, video-conferencing and the World Wide Web, developed at her department.
This model is used in the delivery of an online course involving two different
types of academic institution in different parts of Finland. Finally she discussed
the implications a network-based learning environment has for the roles of both
teacher and learner.
Hartoyo (Semarang Institute of Education, Indonesia, and LaTrobe
University, Australia. [email protected])
Self-access computer-mediated language learning for Indonesian learners of English:
an experimental study
described a study of the effectiveness of a self-access CALL programme in the
teaching of English grammar to Indonesian students. A series of grammar tests,
student essays and a questionnaire provided a wealth of data on the effectiveness
of the programme. All the students seem to have benefited from the programme,
though the conclusion was a familiar one: CALL should not replace the teacher,
but should rather be a teacher's companion.
Gearoid O Neill (University of Limerick, Eire. [email protected])
An Focloir Beag: An on-line Irish dictionary
GO reported on the development of a system to assist teachers of Irish prepare
text-based lessons which can be augmented by sound and video clips. Texts are
annotated using a dictionary which at present contains some 13,000 headwords,
but which is being added to by teachers of Irish from all over the world. Once
lessons have been constructed, they can be placed on the World Wide Web. The
system is now available for beta testing to interested teachers of Irish.
Reporter: Roger Ganderton (University of Queensland, Australia. [email protected])
Pansy Amirthamalar Kandiah (National Institute of Public Administration,
Malaysia. [email protected])
A course of adult distance learning: A multimedia model
This paper outlines how multimedia software is integrated into adult distance
language learning courses in the Institute of Public Administration in Malaysia.
The model described emphasises the use of the face-to-face components of the
course, which occur at the beginning and end of the eight-week timeframe, for
communicative practice and spoken activities. For the distance component, participants
work alone using materials provided (print, audio, video and computer exercises).
The model presented shows a fairly typical (in some quarters) separation of
non-CALL and CALL work into communicative, group activities and discrete-item
vocabulary and grammar activities respectively. In the evaluation of the course
outlined, there was discussion on organisational issues and the practicality
of providing materials in this mode for distance learning. How non-tutorial
computer-based approaches might be integrated into such a course remains an
interesting aspect for further consideration.
Claire Bradin (Michigan State University, USA. [email protected])
Utilisation of input in CALL: A research study
The study presented in this paper examined the options L2 learners utilised
in a CALL program to access language input. The relative importance of such
areas as input enhancement, consciousness raising and corrective feedback in
language learning were considered in the design of the specially-produced CALL
package and the analysis of the research data produced. The study found that
many of the learners accessed a wide range of input options presented in the
program, although there was a marked decline in learners listening to dialogues
beyond the first hearing. In addition, when doing grammar exercises, almost
all learners checked the correct answers when they were wrong. It was suggested
that a more qualitative study of such areas as reading strategies would shed
further light on the aspect of input in CALL, as would summative evaluation
of the software.
L. Desmarais (Canadian Foreign Service Institute, Canada. [email protected])
Exploring learning strategies within a multimedia environment
The question of what language learning strategies were most efficient in a
multimedia environment was examined in this study of elementary and intermediate
learners of French using Vi-Comte interactive videodisc software. The relative
levels of language proficiency of the subjects, drawn from college-level and
adult French classes was also considered. The research techniques drew on both
quantitative and qualitative techniques, i.e. through vocabulary and listening
comprehension tests from the software package, as well as verbal transcripts
and examination of navigation patterns. Of particular interest in the study
were the navigation patterns of the subjects, which were analysed on a linear-chaotic
continuum. It was found that more linear patterns were seen in intermediate
learners than elementary, while college-level subjects had more exploratory
navigational styles than the adult subjects. In addition to age, gender and
language level, subjects' personality types, drawn from the Myers-Briggs test,
were also considered. This aspect showed some interesting results in relation
to linear or chaotic patterns, redoing and completing exercises, and the number
of exercises attempted. While further study in this general area of navigation
patterns is required, particularly in relation to content as well as exercise
types, the importance of open systems and adaptive environments for multimedia-based
learning was highlighted.
Reporter: Peter White (University of Queensland, Australia. [email protected])
Vincenza Tudini (University of South Australia, [email protected])
Language teaching lost in the world wide labyrinth: some guidelines for integration
of WWW resources in languages curricula
While there is a plethora of resources now available on the Internet and the
World Wide Web, teachers do not have the time to do the searching required to
get appropriate resources. The Australian Federation of Modern Language Teachers
Associations (AFMLTA) has set up a Web and print based project which involved
primary and secondary school teachers to develop an AFMLTA web page which is
linked to the Education Network Australia (EdNA) directory, and developed resource
materials in print and electronic form based on languages resources on the Internet.
The project was developed in the belief that technology needs to be tied into
the curriculum and computers can do some things better than other media. Good
language teaching needs to include interactivity and should include graphical
and multimedia, access to native speakers, authentic materials. This should
be undertaken in a learner centred environment which uses computers as useful
tools.
Language teachers' reactions to computers include the belief that interactivity
is highly motivating, using the Web and its hyperlinks can stimulate thought
processes, group interactivity is improved. But access to computers in schools
is a very big issue, and a corollary is that languages classes are not a priority
in sharing computers in many schools.
The AFMLTA's home page is located at: http://www.epub-research.unisa.edu.au/afmlta/
Uschi Felix (Monash University, [email protected])
Creating meaningful interaction for Web-based language learning
The Web is a new and innovative medium which can be used for language learning,
in that it presents a rich variety of content in one flexible source. Felix
identifies three levels of interaction: point and click, information gap, and
experiential learning. The paper reported on the findings of a survey of Web-based
language courses.
Developers of Web-based courses, are using new new tools such as: CGI, helper
applications, plug-ins, Java and JavaScript, chat lines and MOO's to generate
truly interactive sites which can work synchronously or asynchronously. It wasn't
always thus, and the use of interactive computer-based programs began with Electronic
textbooks, followed by the inclusion of sound and video, then on-line feedback,
interactive tasks and finally direct communications between teacher, students,
and outside sources. Using these new tools, there are hundreds of Web sites
devoted to the learning of European languages, but Asian languages are not as
well represented.
Felix stated that three key elements in designing a Web-based experiential
learning site are a quest for meaningful goals, real interaction in authentic/virtual
true-to-life settings, and production of materials which students may help produce
as part of the process. As an example, look at http://www.newasia-singapore.com
(under const).
Felix concluded that the Web is exciting, not without its problems and can
provide a valuable dimension in language learning. However, the technology should
not drive the pedagogy which is a trap for unwary players.
Terry Atkinson (University of Bristol, UK. [email protected])
Researching language learning and technology
Atkinson reported on six small studies carried out by teacher/researchers.
The aims of the studies were to find what impact information technology had
on language learning, and to find methods to research and evaluate the impact
of information technology on learning. The studies were part answer to the rationale
that there has been a lack of in-depth research in this area; there is generally
considerable political pressure on the end-users (schools) to show positive
results due to policy and/or funding initiatives. There is also a lack of systematic
access to IT in many schools, and the final question: is the technology doing
the learning?
The six studies looked at different aspects of technology and their impact
on the students' performances. In general the findings seem to indicate that
there are positive achievement levels in writing but reading skills are harder
to measure (See Ganderton below). Teachers reported that there was a significant
increase in student motivation overall, but questions whether this is a novelty
factor, if it will last longer. Remote peer tutoring proved to be useful although
this project was very labour intensive. Students in the main showed improved
literacy skills using IT. Problems included that bad keyboard skills actually
disabled some students from progressing using IT. And one of the most important
points was that practitioners can be researchers, given there is some rewards
for doing so.
Roger Ganderton (University of Queensland, Aus. [email protected])
Observing L2 reading on the World Wide Web: New processes and strategies for
a new medium?
Ganderton's paper focused on a study in progress about how year 10 French language
students use the Web to read. A sample of six users was studied in depth using
pre-task questionnaires, screen captures plus recording of pair talk during
the Web sessions, and a post task interview using simulated recall techniques.
The tasks the pairs were to undertake were information retrieval - finding specific
information on the Web, and the second was to browse for any topic of interest.
The findings indicated that students placed emphasis on shorter words, highlighted
text and links as the primary means of figuring out where they were and where
they wanted to go. They scrolled down the screen, waited for graphics to load
and sought clickable links to use. Some of the Web tools now in use, such as
frames and many graphics, were not helpful and particularly the use of frames
caused navigation problems. The browser's Back button was used exclusively to
return to the previous page.
Ganderton found that there are differences in reading on the Web, and stressed
the importance of vocabulary and semantic relations in hypertext as two major
areas. Some higher level implications related to text structure, the ability
to view whole documents, graphical awareness of the readers, and being able
to hyperlink to a background. Low level processes included the ability to highlight
hyperlinks, cultural information as indicated by graphics, and the importance
of the task at hand and reading objectives.
Nigel Bruce and Patrick DeLodge (University of Hong Kong, [email protected])
Integrating computers into teaching practices: the value of a broad based approach
The authors raise concerns about the need for learning institutions to create
the right pre-conditions in their professional practices before computerising
the classroom. Their research indicates that before computers and the Internet
could be integrated into learners' practices teachers had to first know what
they were doing with these tools.
However, computers do have the ability to enhance EAP practices. They can extend
students' learning options; provides other opportunities for teachers to learn
new skills; can help in consolidating expertise and materials, and allows for
publishing EAP materials to a larger community. Computers can stimulate students.
But a major issue at their ESL centre in Hong Kong for the staff is one of
control, and related to that, one of `face'. Teachers often prefer to stay with
conventional delivery systems and to control learners' access to form and content.
They frequently favour commercial CALL packages because it assists in maintaining
this sort of approach. The upshot of this is that current commercial CALL seems
to limit what can be done in classroom due to the nature of the programs themselves:
set, fixed, and targeted.
If the control is passed onto the learner, there needs to be equal attention
paid to the teacher. Teachers need to be in the planning; teachers need support;
and computers and the Internet need to be seen as resources.
Linda Mak (Hong Kong University of Science and Technology [email protected])
Learning ESL on electronic networks: verifying the claims and the evidence
There have been claims about the capacity of the Internet to enhance language
learning, particularly in writing skills, and the development of communicative
capabilities in learners. While some smaller studies appear to support these
claims, there is a need for a broader analysis using texts generated on the
Net from both learners and teachers. One of these studies is the study begun
in Hong Kong but which included participants in a number of institutions in
a number of countries. 256 students selected one or more of 20 email discussion
groups to communicate in English with other students around the globe. Students
had to write a paper on a topic and then distribute it via the Internet to other
participants.
Research questions included teacher-student relations, cultural or social biases
in CMC, democracy in the classroom, and did teachers dominate the discussion.
Findings to date indicate that teachers did not dominate the discussions. They
were principally students talking to students. There was no teacher `oppression'
observed, i.e. teachers dictating on what should or could be written in any
of the discussion groups. Eighty percent of students were happy with the teachers'
roles.
Other findings were that students `followed a thread', that is, linked their
communications to previous emails. There was a strong gender difference in that
males tended to disagree more than females in relation to arguments in the discussion
groups, and culturally, Europeans tended to disagree more than Asian or American
students.
Vera Lucia Menezes de Oliveira e Paiva ([email protected])
CALL and Online Journals
The online journals Menezes discusses in her paper are diaries maintained by
her ESL students in a Brazilian university in Minas Gerais, which was the basis
of a study on using the Internet for ESL teaching. Her main contention is that
the Internet - particularly email -- provides the basis for real interaction
which cannot occur in a normal classroom situation. In her analysis, she claims
that email can be considered as written text with some oral features, and was
used extensively by the students as well as the development of their online
journals. 26 students in the study used email about one hour a day over the
course of two semesters.
Menezes provided an interesting table of email vs classroom learning, as well
as the difference between joint control (using email, chat groups, etc.) where
language is the means of communication, participants (teachers and students)
are on an equal footing, and there are moderate interruptions in the natural
flow of conversation. In teacher control mode, language is both the means of
communication within a controlled setting with the language controlled by the
teacher. The teacher is always more competent, and the teacher always interrupts.
The conclusion of the study indicated the use of the Internet was very rewarding
for both teacher and students. The fear of technology was replaced by pleasure.
Jane Turner (Queensland University of Technology, [email protected])
Building a MOO environment: a walk out on the ICE
The paper discusses the "Walk on the ICE project' which takes ESL students
into a MOO where they are encouraged to invent characters and personalities
and then interact with each other in this world they have collectively designed.
They have used SchMOOze University (one of the ESL MOOS) where Turner is a developer.
In a MOO, words become spaces. Using MOOS might be seen as teacher-centred
language learning, with the teacher as a show person who provides the initial
impetus and structures the shell where students can then use their second language
in creative ways. Generating this kind of project enables the students to use
the new language for `virtual' purposes in a collaborative way. For a full explanation
of the ICE project, go to http://www.fed.qut.edu.au/tesol/cmc/links.html.
Colette Mrowa-Hopkins (University of South Australia, [email protected])
CALL: inventing a happy marriage between existing constraints
The paper discusses an example of integration of multimedia and Internet based
resources to develop comprehension questions in the student's chosen L2. A number
of authors have pointed out that information technology can be useful for language
learning. However, there are real concerns of how to integrate the technology
into the language teaching process and how to obtain teacher support.
Teachers need to understand the constraints on them which include access, time
factors, condition of the equipment, etc. They also need to be aware of students'
needs, classroom time, and underlying principles of SLA, as well as preconceptions
of SLA in both teachers and students. Flinders University collates French TV
broadcasts, digitises them, adds questions which then go onto the server. The
questions relate how to integrate the video into a new program complete with
vocabulary, grammar and methodology.
Yukiko Hatasa and Kazumi Hatasa (University of Iowa, [email protected])
Combining hi-tech and low-tech for better integration of computerised exercises:
A case study of vocabulary exercise in beginning Japanese
The paper was principally an explanation of how the Hatasa's product "VKC/J2.0"
was developed and used. It is primarily a Macintosh-based hypercard program
and is designed as simply as possible to allow for integration into a beginning
Japanese curriculum. It is based on behaviour modification principles and is
used to be develop understanding of kanji and kana. It also contains digitised
audio. There is an editing template for teachers to use, but this editing feature
also requires the Japanese Language Kit.
Results from a survey of users of the program include: students only use it
if it is required. Students prefer using the program in class and not separately
in a lab. A PC version is needed, and students tend to become frustrated with
the English side.
Further details on the program can be obtained at: http://www.sla.purdue.edu/fll/JapanProj
M. Ledgerwood (University at Stony brook, USA. [email protected])
CALL within a Languages across the curriculum as a motivator for learning languages
Languages across the curriculum (LAC) is an American tertiary program which
works mainly in liberal arts colleges with a main goal of having many different
types of subject matter taught in a second language. LAC has been developing
over the past 25 years, and the advent of Internet and Web-based CALL is giving
the program a real boost, and enabling larger tertiary institutions to develop
LAC projects.
Further details can be found at:
http://www.sunysb.edu/llrc/llrc2.html
http://www.language.brown.edu/LAC/
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