By taking this course, I have experienced first-hand a number of tools that could be beneficial to incorporate into a language classroom to aid in language learning. I think these tools are effective for their ability to get students collaborating with one another to accomplish tasks. When students are working together, they are not focused so much on language, yet they are using language to negotiate meaning and accomplish tasks. These tools are also effective in exposing students to authentic, real world input. Students can connect with native speakers potentially from around the world. Finally, these tools help students become independent, motivated learners.
I think it has been useful for me to practice using some of these tools myself: Voicethread, blogs, wikispaces, delicious, twitter, podcasting, etc. Some of these tools were completely new to me, such as voicethread, wikispaces, and creating podcasts. I enjoyed exploring how to work with these tools. In the classroom, it would be important to train students how to use technology and for what purposes. This can cause a bit of a conflict- is the purpose of a language classroom to learn language, or to learn how to use technology? Do the students have access to and use for the technology in their everyday lives?
Although CALL tools provide many opportunities for students to learn various aspects of a language, it seems there is a long way to go before CALL tools become commonplace in the classroom. Over this semester, I observed 5 classrooms; only one class used technology-the UIC's Tutorium used a podcast of news clips for a listening activity. The other classrooms used only a whiteboard and dry erase markers to present material, and students did not use technology to produce and practice language. It is important for future teachers to be able to understand how and when to use CALL tools in the classroom. Teachers might also have to show creativity in incorporating CALL tools, as classrooms may not be equipped for and institutions might not have resources for CALL tools.
I'd like to share the usefulness of these tools with my students in the future. I think it is important to model how technology is used to communicate. Tools such as email and instant messaging could be incorporated into activities to help raise student noticing abilities regarding form, and also how language is used within and between cultures. Other tools, such as creating podcasts, can help students become confident speakers. There are endless possibilities on how CALL tools can help students acquire language, and I look forward to exploring these possibilities with my future students.
Friday, April 30, 2010
Saturday, April 24, 2010
Blog Post #13: Second Life
www.secondlife.com
Belz,J. & Vyatkina, n. (2005.Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles.
In the above article, Belz and Vyatkina conclude that computer mediated communication, when coupled with classroom examination of the communication that takes place through the computer program, can result in a heightened awareness in the students of L2 pragmatic and form features (p. 26).
It would appear, then, that Second Life would be a useful tool for students to use to develop skills in their L2. I believe there are both advantages and disadvantages to using this tool.
Second Life is a virtual reality program in which members create their own avatar and use the avatar to communicate with other users anywhere in the world. Communication takes place either through written chat or voice chat by microphone. Students could use both forms of communication to experience authentic communication in context. They are able to communicate with native speakers of their L2. These experiences could lead to a heightened awareness of how language is used in context, as well as the forms of the language. However, if used in a classroom context, use of Second Life would need to be closely monitored by the teacher. Communication sessions could be saved and used during class to study forms and pragmatics of the language used.
There are some disadvantages to using Second Life. First, it would require much time to set up students with an avatar and train them in how to use the program. It would be easy, I believe, for students to become easily distracted by all of the opportunities available on the program, and therefore the teacher would need to develop specific guidelines/instructions/tasks for the students to follow. Until students are very familiar with the program, they might get frustrated with figuring out how to navigate in Second Life.
Second Life might be a useful tool for students to explore on their own outside of the classroom, or for one-on-one sessions with an instructor. However, I believe that one-on-one instruction could just as easily take place through other means of technology, such as Tokbox or instant messaging.
Belz,J. & Vyatkina, n. (2005.Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles.
In the above article, Belz and Vyatkina conclude that computer mediated communication, when coupled with classroom examination of the communication that takes place through the computer program, can result in a heightened awareness in the students of L2 pragmatic and form features (p. 26).
It would appear, then, that Second Life would be a useful tool for students to use to develop skills in their L2. I believe there are both advantages and disadvantages to using this tool.
Second Life is a virtual reality program in which members create their own avatar and use the avatar to communicate with other users anywhere in the world. Communication takes place either through written chat or voice chat by microphone. Students could use both forms of communication to experience authentic communication in context. They are able to communicate with native speakers of their L2. These experiences could lead to a heightened awareness of how language is used in context, as well as the forms of the language. However, if used in a classroom context, use of Second Life would need to be closely monitored by the teacher. Communication sessions could be saved and used during class to study forms and pragmatics of the language used.
There are some disadvantages to using Second Life. First, it would require much time to set up students with an avatar and train them in how to use the program. It would be easy, I believe, for students to become easily distracted by all of the opportunities available on the program, and therefore the teacher would need to develop specific guidelines/instructions/tasks for the students to follow. Until students are very familiar with the program, they might get frustrated with figuring out how to navigate in Second Life.
Second Life might be a useful tool for students to explore on their own outside of the classroom, or for one-on-one sessions with an instructor. However, I believe that one-on-one instruction could just as easily take place through other means of technology, such as Tokbox or instant messaging.
Thursday, April 8, 2010
Blog Post #12: Telecollaboration
Ware and Kramsch, 2005. Toward an Intercultural Stance: Teaching German and English through Telecollaboration.
This week's article discussed online communication between language students from two different countries. It discussed a misunderstanding that occurred between two students. This misunderstanding highlights how important culture learning is when learning a language, and how much language is wrapped up in culture. The article argues that teacher involvement in helping students learn about culture through online communication is crucial.
I couldn't help but think that video chatting, instead of merely written chat, could have helped avoid the misunderstanding in the article. Paralinguistic competence is a very important part of communication,and helps in the negotiation of meaning. Video conferencing would allow students to practice these skills.
Meebo, the video conferencing tool we explored in class, would be a great way to practice these skills. Meebo is fairly easy to use, although it would be important for a teacher to model the technology and then provide opportunity for students to practice using it together. It might be interesting, and hopefully useful, to design an activity for students to communicate cross-culturally with another class by means of written chat, and then design an activity where these students communicate by video chat, and then have the class notice the differences between the two means of communication.
This week's article discussed online communication between language students from two different countries. It discussed a misunderstanding that occurred between two students. This misunderstanding highlights how important culture learning is when learning a language, and how much language is wrapped up in culture. The article argues that teacher involvement in helping students learn about culture through online communication is crucial.
I couldn't help but think that video chatting, instead of merely written chat, could have helped avoid the misunderstanding in the article. Paralinguistic competence is a very important part of communication,and helps in the negotiation of meaning. Video conferencing would allow students to practice these skills.
Meebo, the video conferencing tool we explored in class, would be a great way to practice these skills. Meebo is fairly easy to use, although it would be important for a teacher to model the technology and then provide opportunity for students to practice using it together. It might be interesting, and hopefully useful, to design an activity for students to communicate cross-culturally with another class by means of written chat, and then design an activity where these students communicate by video chat, and then have the class notice the differences between the two means of communication.
Thursday, April 1, 2010
Blog Post #11: E-Journaling
http://www.carla.umn.edu/speechacts/Japanese%20Speech%20Act%20Report%20Rev.%20June05.pdf
I believe e-journaling could be an effective way for students to reflect on what they are learning. In this case, blogs could be an effective tool to use to journal. Students have ready access to all previous entries, and so both they and the instructor can monitor their progress. At the end of a course, students can see how far they have come. They might also be encouraged to continue blogging outside of the classroom. While blogging, students are creating authentic output.
Students could be asked to e-journal at the end of a lesson or unit in order to keep track of what they have learned, what they have enjoyed learning, how they learn best, what they are struggling with, etc. Used in this way, I think e-journaling could be a good way to hold students responsible for their own learning.
I believe e-journaling could be an effective way for students to reflect on what they are learning. In this case, blogs could be an effective tool to use to journal. Students have ready access to all previous entries, and so both they and the instructor can monitor their progress. At the end of a course, students can see how far they have come. They might also be encouraged to continue blogging outside of the classroom. While blogging, students are creating authentic output.
Students could be asked to e-journal at the end of a lesson or unit in order to keep track of what they have learned, what they have enjoyed learning, how they learn best, what they are struggling with, etc. Used in this way, I think e-journaling could be a good way to hold students responsible for their own learning.
Wednesday, March 24, 2010
Blog Post #10: More on Chatting; Wikis
http://llt.msu.edu/vol10num3/pdf/laizhao.pdf
This article again discusses the benefits of chatting tools in language learning classes to help students notice and correct errrors. The study in this article found that two aspects of chatting helped students self-notice: first, students have longer to process language production than in face-to-face conversations; second, students have a visual text that they can refer to.
As with any technology, there are pros and cons. In using chatting, level of familiarity with the chatting tool, and keyboarding skills, might interfere with language processing. Students might get frustrated with the time it takes for them to use the techonology, so this must be accounted for in activity design. However, overall, chatting seems to be a useful tool to help students notice errors, practice fixing them, and also help in learning how to negotiate meaning.
On Wikis:
I have some reflections based on our classroom activity in using wikis in groups to gather and present CALL tools to share with classmates. I am unfamiliar with using wikis, so this created an initial challenge. It can be frustrating to both figure out how to use a technology while at the same time using the technology to accomplish another task. A benefit in working in groups is that we could work together to figure out how wikis work and how to present our information. A con might be that the larger the group, the more difficult it is to communicate within the group, and to keep everyone on "the same page."
When using technology in my classroom, it will be important for me to remember the frustration I felt in not being familiar with the technology I was to use in order to accomplish a task. On top of this, my students will have the added complication of using a language they are still learning how to use. It will be important to allow students time to practice using a specific technology, be familiar with the technology myself to provide guidance as needed, and design tasks that allow students to focus primarily on language use- in other words, not let technology get in the way of communication. On the other hand, having students grapple with using technology can be another way for them to use their language skills...
Having said this, I think wikis could be a great way to get students to collaberate with one another in their L2. While it seems very useful for writing skills, as students can edit information that they post, it can also be used to promote speaking/conversation skills as students work together to create projects/compile information on the wikis.
This article again discusses the benefits of chatting tools in language learning classes to help students notice and correct errrors. The study in this article found that two aspects of chatting helped students self-notice: first, students have longer to process language production than in face-to-face conversations; second, students have a visual text that they can refer to.
As with any technology, there are pros and cons. In using chatting, level of familiarity with the chatting tool, and keyboarding skills, might interfere with language processing. Students might get frustrated with the time it takes for them to use the techonology, so this must be accounted for in activity design. However, overall, chatting seems to be a useful tool to help students notice errors, practice fixing them, and also help in learning how to negotiate meaning.
On Wikis:
I have some reflections based on our classroom activity in using wikis in groups to gather and present CALL tools to share with classmates. I am unfamiliar with using wikis, so this created an initial challenge. It can be frustrating to both figure out how to use a technology while at the same time using the technology to accomplish another task. A benefit in working in groups is that we could work together to figure out how wikis work and how to present our information. A con might be that the larger the group, the more difficult it is to communicate within the group, and to keep everyone on "the same page."
When using technology in my classroom, it will be important for me to remember the frustration I felt in not being familiar with the technology I was to use in order to accomplish a task. On top of this, my students will have the added complication of using a language they are still learning how to use. It will be important to allow students time to practice using a specific technology, be familiar with the technology myself to provide guidance as needed, and design tasks that allow students to focus primarily on language use- in other words, not let technology get in the way of communication. On the other hand, having students grapple with using technology can be another way for them to use their language skills...
Having said this, I think wikis could be a great way to get students to collaberate with one another in their L2. While it seems very useful for writing skills, as students can edit information that they post, it can also be used to promote speaking/conversation skills as students work together to create projects/compile information on the wikis.
Monday, March 22, 2010
Blog Post #9: Chatting
Pelletier, J. (2000). Negotiation in cyberspace: the role of chatting in the development of grammatical competence. In M. Warchauer and R. Kern (Eds.), Network-based language teaching: concepts and practice (pp. 59-86). New York: Cambridge.
I found this article interesting for the study it discussed. It was determined that online chatting has a role to play in helping language learners learn how to negotiate meaning. In fact, the author explains that it may be just as effective as oral interaction, which studies have shown to be very important in developing language skills. When students in the study used chatting to communicate, they did negotiate meaning through the use of clarification requests, echo questions, and simpley stating they did not understand their partners, among other ways of negotiating meaning. Within the context of the tasks, students did focus on form to convey their meaning. And, students corrected their forms in response to negotiations and feedback.
I am encouraged by the advantages that chatting has over face-to-face speaking interactions. First, students accepted chatting as a valid means of communication, and stated that it reduced their anxiety as well as increased their motivation to communicate. Second, there is more time for students to focus on form, and the visual aspect can help reinforce noticing and repairing techniques. Third, there are more opportunities for more students to participate in communication through chatting than during a face-to-face speaking activity in the classroom- different types of students might be more willing to "jump into" conversations using chatting.
This article has challenged me to find ways of including chatting activities into lesson plans.
I found this article interesting for the study it discussed. It was determined that online chatting has a role to play in helping language learners learn how to negotiate meaning. In fact, the author explains that it may be just as effective as oral interaction, which studies have shown to be very important in developing language skills. When students in the study used chatting to communicate, they did negotiate meaning through the use of clarification requests, echo questions, and simpley stating they did not understand their partners, among other ways of negotiating meaning. Within the context of the tasks, students did focus on form to convey their meaning. And, students corrected their forms in response to negotiations and feedback.
I am encouraged by the advantages that chatting has over face-to-face speaking interactions. First, students accepted chatting as a valid means of communication, and stated that it reduced their anxiety as well as increased their motivation to communicate. Second, there is more time for students to focus on form, and the visual aspect can help reinforce noticing and repairing techniques. Third, there are more opportunities for more students to participate in communication through chatting than during a face-to-face speaking activity in the classroom- different types of students might be more willing to "jump into" conversations using chatting.
This article has challenged me to find ways of including chatting activities into lesson plans.
Thursday, March 11, 2010
Project Proposal
I will be using Voicethread to design an activity for students in a basic level ESL class at a community college. The activity will be a final project in a unit about the neigborhood community. The students will be placed into groups and asked to go out to a place in the community, such as a restaurant, supermarket, post office, park, etc. They will take a picture of the place they visit with a digital camera provided by the school. This picture will be uploaded to Voicethread. Then the students will use Voicethread to comment about/describe aspects of their visit. They can describe where the place is located, what services it offers, what they liked about it, etc.
The intended audience will be fellow students and the teacher. The students will present their Voicethread to the other students in the class. Then, the other students will have a chance to comment on each other's Voicethreads.
This activity will allow the students to practice areas of English they have studied during this unit. The activity is a task that gets the students out into real-world, relevant situations. Using Voicethread allows students to practice speaking in a controlled environment. It also allows students to practice listening skills as they listen to each other's Voicethreads. Students collaberate together to negotiate meaning.
www.voicethread.com
The intended audience will be fellow students and the teacher. The students will present their Voicethread to the other students in the class. Then, the other students will have a chance to comment on each other's Voicethreads.
This activity will allow the students to practice areas of English they have studied during this unit. The activity is a task that gets the students out into real-world, relevant situations. Using Voicethread allows students to practice speaking in a controlled environment. It also allows students to practice listening skills as they listen to each other's Voicethreads. Students collaberate together to negotiate meaning.
www.voicethread.com
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