Computer-Assisted Language Learning

Computer-Assisted Language LearningAdvantages of CALL in the Foreign Language Classroom

by Maria BullardOne of the most important goals of learning is to be able to use the knowledge and skills acquired in the classroom to demonstrate real world competencies that are likely to lead to rewarding outcomes beyond the classroom. Ideally, foreign language learners would live and study in the target language country to immerse themselves in both the language and the culture. However, because most students do not have the economic means and/or the time for a full immersion experience, by integrating internet technology and implementing computer-assisted language learning in the classroom, both instructors and students gain access to an almost infinite array of authentic materials, and to the tools necessary to engage in a virtual cultural immersion that can facilitate communicative competence.1What is CALL?

CALL is a many-faceted tool that can be employed by teachers to implement different instructional approaches and help each student in the class reach her/his full learning potential.

CALL is not shorthand for the use of technology but designates a dynamic complex in which technology, theory, and pedagogy are inseparably interwoven (Garrett p. 719-20).

Studies show that the integration of technology in foreign language classrooms can help the teacher reconcile different learning needs and keep the students motivated. The use of web tools including online dictionaries, YouTube videos and blogs, can increase the students motivation that in turn helps increase the proficiency of underperforming and less interested students (Yamauchi, 2009). 2Motivation & FlexibilityThe use of Web 2.0 tools including YouTube videos, blogs, and social media increase student motivation.The flexibility of computer-based activities accommodates students diverse abilities and interests.

Yamauchi (2009) discusses a case-study that showed how the integration of technology in an EFL classroom helped the teacher reconcile different learning needs and keep the students motivated. The use of web tools including online dictionaries, YouTube videos and blogs, increased the students motivation that in turn helped increase the proficiency of underperforming and less interested students. The author noted that the computer-based activities were utilized flexibly to accommodate students diverse abilities and interests, helping keep them actively engaged in the course (p. 3). In addition, the more motivated or proficient students who completed the assigned work early were encouraged to go beyond the required tasks. Teachers can adopt the flexibility offered by technology to help each student reach his or her own individual potential.3The Human Element

All the affordances of modern technology cannot replace a carefully designed curriculum that integrates the specific functions of technology to achieve particular learning goals.

4Learning Goal: Communicative CompetenceThe ability to interact effectively and appropriately with others who are linguistically and culturally different to oneself.

As noted earlier, one of the most important goals of learning is to be able to use in the real world the knowledge and skills acquired in the classroom. For foreign language students, ultimately the goal is interactive communication with native speakers; therefore, instructors need to go beyond teaching linguistic competence and shift the focus to communicative competence.

According to Fantini (2005),"One definition of ICC is that it is the complex of abilities needed to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself. Whereas effective usually reflects ones own view of ones performance in the LC2 (i.e., an 'etic' or outsiders view of the host culture); 'appropriate' relates to how ones performance is perceived by ones hosts (i.e., an emic or insiders view). These perceptions often differ, yet they are instructive when compared and contrasted because they arise from differing cultural approaches to the same situation. (http://www.sit.edu/graduate/5416.htm)

In addition to linguistic or grammatical competency, communicative competence requires the following proficiencies that can be facilitated by appropriate CALL techniques: Sociolinguistic competency knowing what language forms are appropriate according to the situation, topic or relationship between the people involved in a conversation.Discourse competency knowing how to put phrases and sentences together to construct a whole conversation, speech, letter, etc.Strategic competency knowing how to recognize and repair communication breakdowns such as misunderstandings, and how to work around gaps in language knowledge. That is, having the language tools to explain concepts and correct misunderstandings.

5Understanding CultureUnderstanding culture is fundamental to language learning.

The following video illustrates the culture shock experienced by a group of immigrants to the U.S.

http://www.youtube.com/watch?v=BT0kzF4A-WQ&feature=youtu.be

This National Geographic video on YouTube (http://www.youtube.com/watch?v=BT0kzF4A-WQ&feature=youtu.be) highlights how linguistic proficiency without cultural understanding causes confusion and apprehension in the immigrants, as well as significant misperceptions within the host culture. While watching the video note the immigrants apprehension at the prospect of having to deal with differences in social customs and interpersonal relationships, in addition to the practical differences regarding everyday life. Note also the reaction of the Americans (host culture) as they observe or are confronted with the foreign behavior of the Sudanese immigrants.

In his book that explores the defining characteristics of native speakers, Davies (2003) dedicates a chapter to the aspects of communicative competence in relation to the native speaker. In its simplest terms communicative competence is concerned with appropriacy of language use, that is to say with using (writing, speaking and so on) the right sentence in the right context (p. 103). Because communicative competence is the demonstration of linguistic competence within specific social contexts, the author concludes that culture is very much involved in language. Access to authentic materials can facilitate cultural understanding without traveling to the target language country.

6CALL & Teaching MethodsMost teaching methods will benefit from one or more of the many CALL features available.Methods that benefit most from CALL are those that prioritize communication over predetermined linguistic content. (Larsen-Freeman & Anderson, 2011)Communicative Language TeachingContent-based ApproachParticipatory ApproachWhole Language Approach

A content-based whole language approach that incorporates authentic materials illustrating a variety of social situations can help students acquire the cultural norms and appropriate linguistic forms necessary for communicative competence. Compared to traditional bottom-up instruction, Adair-Hauck (1996) suggests that the whole language approach is preferable because it encourages learners to interact in meaningful activities, [in addition to] incorporate[ing] a cultural and humanity component so lacking in many elementary/intermediate language programs (p. 260). Through classroom activities including authentic tasks and role play that reflect the students concerns and interests, students learn to use the correct language forms relative to the situation.Text books cannot compete with technology in providing access to an almost infinite array of meaningful and current authentic materials that may serve as content in implementing the whole language or other content-based approaches.7Where to Start

Identify appropriate learning objectives.

Choose among the numerous features of CALL, many of which can be implemented even without the expense of state-of-the-art language labs.

YouTubeWikisBlogsSocial MediaSkypeFree internet applicationsNews and entertainment websites

To avoid being overwhelmed by the amount of materials and programs available, it is important to identify appropriate learning objectives and the technologies that are best suited to the individual context in which they are used. The context is an extremely complex combination of factors, including the learners, the mode of instruction, the learning goals, the institutional environment, the experience and policies adopted by the teacher, and so forth, and each of these have an effect on decisions about technology. . . . it is up to CALL practitioners to constantly bear in mind who the learners are and what they want to achieve (Stockwell p. 3).

8Facilitating Communicative Competence:Authentic MaterialsYouTube

News & Entertainment Media

Blogs & Public Forums

WikisAuthentic materials are produced by and for an audience of the target language.

Technology and the internet offer access to authentic materials that would otherwise be available only in the country of the target language. Train schedules, menus, receipts, labels and brochures are among the many day-to-day objects that can be utilized as authentic materials for language learning. The broader category includes music, literature, films, radio and television broadcasts, newspapers and internet websites. 9Examples of Italian LanguageAuthentic MaterialsYouTube access to a constantly growing number of authentic videoshttp://www.youtube.com/watch?v=Pu0Ibp2bulA&feature=share&list=UUCnZ63BWE7arpB9xZLFuiiQ

Online MagazinesThe online version of La Cucina Italiana offers insight into the current Italian food scene. It also has a great selection of food preparation videos .News free internet access to international radio and television, including RAI-Italyhttp://www.rai.tv/dl/RaiTV/programmi.html

Example video retrieved from RAI http://www.rai.tv/dl/RaiTV/programmi/media/ContentItem-b01997fc-3f31-4d51-bbe9-9601432be622.html http://www.lacucinaitaliana.it/Facilitating Communicative Competence: InteractionSkype

Blogs/Public Forums

Social Media

Free internet affordances that facilitate interaction with speakers of the target language

11Interaction Using Social MediaFacebook

Ning

Edmodo

Research reveals that students write more and show more growth in their writing when using social media than with more traditional assignments. (Konig, 2012)

All the features of Facebook respond to every standard of foreign language learning. (Roberts, cited in Koning, 2012).

While Facebook has the advantage of being free, both Ning (http://www.ning.com/) and Edmodo (http://www.edmodo.com/) offer a more secure environment and fewer distractions. The fee-based platform Ning, is an excellent alternative that allows the creation of a social network with custom features that include live streaming and integration with YouTube, Facebook and Twitter; in addition, user generated content allows members to share photos, videos and voice opinions through blogs.

12Free Internet Software: CLEARThe goal of The Center for Language Education and Research (CLEAR) Rich Internet Applications project is to create tools that are informed by language acquisition research, and engage language learners in active learning.

Rich Internet Applications:

Audio DropboxBroadcastsConversationsMashupsQuizBreak!RevisionsScribblesSmileVideo DropboxViewpointWorksheets

Although the focus of communicative competence is on the appropriate use of language within a social context, linguistic competency is a significant component of language learning.

The following information was retrieved from the CLEAR website (http://clear.msu.edu):

Using our Rich Internet Applications toolset, incorporating speaking and listening into your language class is easier and more flexible than ever! The tools can be used in many different ways: for in-class activities, student projects, homework, or assessment. Because they are tools, not completed materials, they will work with your textbook, language, and level. RIA is a way to help you easily integrate technology into your language class.

The programs arefreeto use. The project is funded by a US Department of Education grant, and managed by theCenter for Language Education And Researchat Michigan State University.

The Rich Internet Applications tools run in your web browser. Nothing to download or install! Audio recording and playback happens through theFlash player, which is free and available for all common platforms and browsers.The RIA programs should be used as tools. There is no content in them, there is only functionality. The tools therefore can be used to support any materials. The same tool can be used by an advanced Spanish teacher, an introductory Japanese teacher, and a remedial ESL teacher. This is because the programs provide function, not content. Because all of these teachers might want to use the same function, the same tool can be used by any language teacher.13The Hot Potatoes suite includes six applications, that enable the instructor to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Example of Italian language exercise:

file:///C:/Users/Glenn%20Bullard/Documents/College%20Grad%20School/FLE%205291/Assign-Lesson%20Plans/Multi-Unit%20Lesson%20Plan/Sub3%20-Hot%20Potatoes/index.htm

Free Internet Software

http://hotpot.uvic.ca/

In addition to the RIAs offered by CLEAR, Hot Potatoes can also help make grammar a fun part of learning. The above example was devised as a form of alternative assessment connected to a content-based classroom project that incorporated authentic materials to plan itineraries and sightseeing in Italy.14Advantages of CALLAccessStorage and retrieval of learning behavior records and outcomesSharing and recycling of materialsCost Efficiency

InteractionAuthenticitySituated learningMultimediaNew types of activitiesNon-linearityFeedbackMonitoring progressControlEmpowermentFlexibility

ORGANIZATIONALPEDAGOGICAL

Potential advantages of CALL listed in Stockwell (2012), p. 52.15Social Media ResourcesACTFL Online Community: www.community.actfl.orgEdmodo: www.edmodo.comEDUCAUSE: www.educause.eduEmergingEdTech: www.emergingedtech.comFacebook: www.facebook.comFacebook for Educators: www.facebookforeducators.orgMERLOT ( Multimedia Educational Resource for Learning and Online Teaching: www.merlot.org/merlot/index.htmNing: www.ning.cm

Social media resources listed in The Language Educator, October 2012, 7(5), p. 46.16Multilingual Communities Resources Around the World with 80 Schools: www.aroundtheworldwith80schools.netAround the World with Skype: www.langwithces.wikispaces.com/Around+The+World+With+SkypeCross-Cultural Classroom Connections, UW-Madison: www.studyabroad.wisc.edu./classroomconntections.htmlEdublogs Student Blogging Challenge: www.studentchallenge.edublogs.orgePals: www.epals.comFlat Classroom Project: www.flatclassroomproject.orgGlobal Competency Matrix: www.c21hub.com/globalpartnership/global-matrix/Mivoz: www.mivoz.com

Multilingual communities resources listed in The Language Educator, November 2012, 7(6), p. 37.17ReferencesImages Retrieved from:Microsoft Clip Art; Google Images;http://classroomaid.files.wordpress.com/2012/04/teaching-with-technology.png https://media.startalk.umd.edu/workshops/2009/Occidental/index.php

Adair-Hauck, B. (1996). Practical whole language strategies for secondary and university-level students. Foreign Language Annals, 29(2), 253-262. Retrieved from http://www.actfl.org/publications/foreign-language-annalsCutshall, S. (2012, October). More than a decade of standards: Integrating communities in your language instruction. The Language Educator, 7(6), 32-35.Davies, A. (2003). The native speaker: Myth and reality. Tonawanda, NY: Multilingual Matters. Fantini, A.E. (2005). About intercultural communicative competence: A construct. School for International Training. Retrieved from http://www.sit.edu/graduate/5416.htmGarrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93, 719-740. Retrieved from http://www.lib.usf.eduKonig, P. (2012, October). Learning through online networking. The Language Educator, 7(5), 44-48.Larsen-Freeman, D. and Anderson, M. (2011). Techniques and principles in language teaching. Oxford: Oxford UP.Schuetze, U. (2008). Exchanging second language messages online: developing an intercultural communicative competence? Foreign Language Annals, 41(4), 660-672. Retrieved from http://www.lib.usf.eduStockwell, G. (2012). Computer-assisted language learning: Diversity in research and practice. Retrieved from http://www.lib.usf.eduYamauchi, M. (2009). Integrating internet technology into the EFL classroom: A case study. International Journal of Pedagogies and Learning, 5, 3-19. http://jpl.econtentmanagement.com/