Reassessing the Role of Tutorial CALL

TESOL 2002

Philip HubbardStanford University

Claire Bradin SiskinUniversity of Pittsburgh

Web page for this Web page for this session:session:

http://edvista.com/claire/tutorial/

(will include PowerPoint slide show)

Overview:Overview:

I. The problemI. The problem

II. Myths about tutorial CALLII. Myths about tutorial CALL

III. Why has it been marginalized?III. Why has it been marginalized?

IV. The IV. The tutor-tool dichotomy

V. Roles for tutorial CALL

VI. Roles for teachers

VII. Conclusion

Overview:Overview:

I. The problemI. The problem

II. Myths about tutorial CALLII. Myths about tutorial CALL

III. Why has it been marginalized?III. Why has it been marginalized?

IV. The IV. The tutor-tool dichotomy

V. Roles for tutorial CALL

VI. Roles for teachers

VII. Conclusion

The problemThe problem

Tutor vs. toolTutor vs. tool

Old CALL: disk-based tutorial Old CALL: disk-based tutorial programsprograms

Old CALLOld CALL

Tutorial CALL

Tool CALL

The problemThe problem

Tutor vs. toolTutor vs. tool

Old CALL: disk-based tutorial Old CALL: disk-based tutorial programsprograms

New CALL: computer for New CALL: computer for production, information, and production, information, and interaction (CMC)interaction (CMC)

New CALLNew CALL

Tool CALL

Tutorial CALL

The problemThe problem

Tutor vs. toolTutor vs. tool

Old CALL: disk-based tutorial Old CALL: disk-based tutorial programsprograms

New CALL: computer for New CALL: computer for production, information, and production, information, and interaction (CMC)interaction (CMC)

Need to revisit tutorial CALLNeed to revisit tutorial CALLClarify what it is and isn’tClarify what it is and isn’t

Highlight roles for teachersHighlight roles for teachers

Future CALL?Future CALL?

Tool CALL Tutorial CALL

Overview:Overview:

I. Tutor vs. toolI. Tutor vs. tool

II. Myths about tutorial CALLII. Myths about tutorial CALL

III. Why has it been marginalized?III. Why has it been marginalized?

IV. The IV. The tutor-tool dichotomy

V. Roles for tutorial CALL

VI. Roles for teachers

VII. Conclusion

Myth:Myth:

“Tutorial CALL software just works with grammar and vocabulary.”

““Tutorial CALL software is behaviorist.”

Myth:Myth:

“Tutorial CALL software is all drill and practice.”

Myth:Myth:

“All tutorial CALL software is boring.”

Myth:Myth:

“Tutorial CALL is a ‘transmission model’ in which the learner is passive.”

Myth:Myth:

“In tutorial CALL, the learners have no control.”

Myth:Myth:

“on a disk or CD” = “tutorial”

Myth:Myth:

“on the Internet” = not tutorial”

http://www.esl-lab.com/http://www.esl-lab.com/

“Tutorial CALL isn’t useful because it isn’t communicative.”

Myth:Myth:

“Language teachers must force students to do tutorial CALL activities.”

Levy (1997); Meskill (1999)

Myth:Myth:

“In tutorial CALL, the teacher is absent/has no role.”

Myth:Myth:

Overview:Overview:

I. Tutor vs. toolI. Tutor vs. tool

II. Myths about tutorial CALLII. Myths about tutorial CALL

III. Why has it been III. Why has it been marginalized?marginalized?

IV. The IV. The tutor-tool dichotomy

V. Roles for tutorial CALL

VI. Roles for teachers

VII. Conclusion

Why has it been Why has it been marginalized?marginalized?

It didn’t live up to expectationsIt didn’t live up to expectations

It appears inconsistent with some It appears inconsistent with some contemporary learning theoriescontemporary learning theories

It is dominated by commercial It is dominated by commercial interestsinterests

It isn’t newIt isn’t new

Teacher’s role seems limitedTeacher’s role seems limited

Overview:Overview:

I. Tutor vs. toolI. Tutor vs. tool

II. Myths about tutorial CALLII. Myths about tutorial CALL

III. Why has it been marginalized?III. Why has it been marginalized?

IV. The IV. The tutor-tool dichotomy

V. Roles for tutorial CALL

VI. Roles for teachers

VII. Conclusion

The "tutor vs. tool” dichotomyThe "tutor vs. tool” dichotomy

Computer as tutor: tutorial Computer as tutor: tutorial CALLCALL

Computer as tool:Computer as tool:word processing word processing email emailpresentation softwarepresentation software Web Webspreadsheets MOOsspreadsheets MOOsconcordancersconcordancers chat chat

Taylor (1980), Kenning & Kenning (1983),Taylor (1980), Kenning & Kenning (1983), Levy Levy (1995 & 1997) etc.(1995 & 1997) etc.

The "tutor vs. tool” The "tutor vs. tool” dichotomy has dichotomy has been over-been over-simplified and may simplified and may be misleading.be misleading.

Seeing “tutor and “tool” Seeing “tutor and “tool” as mutually exclusive as mutually exclusive categories does not categories does not accurately reflect the accurately reflect the reality of how CALL reality of how CALL software is used. software is used.

Levy (1995):Levy (1995):

Tutorial CALL:Tutorial CALL:computer controls the learning computer controls the learning instructor has no roleinstructor has no rolecomputer evaluatescomputer evaluates

Computer-as-tool: Computer-as-tool: instructor has central roleinstructor has central rolegreater demands on the greater demands on the

instructorinstructorcomputer does not evaluatecomputer does not evaluate

These distinctions may be These distinctions may be artificial.artificial.

Tutorial CALL:Tutorial CALL:

Learners may in fact have a Learners may in fact have a high degree of control.high degree of control.

Options:Options:sequencesequence glossesglosseshintshints search search

functionsfunctionshelp screenshelp screens mode of mode of

operationoperation

Instructors may be involved to a Instructors may be involved to a high degree.high degree.

Tutorial CALL:Tutorial CALL:

Computer-as-tool:Computer-as-tool:

Some “tools” such as word Some “tools” such as word processors provide a type of processors provide a type of evaluation (feedback).evaluation (feedback).

Since today’s learners are Since today’s learners are increasingly proficient with increasingly proficient with software tools, the instructor’s role software tools, the instructor’s role may be less than it was previously.may be less than it was previously.

The current generation The current generation of learners is much more of learners is much more comfortable with CALL comfortable with CALL software and its optionsoftware and its options.s. ..

Perhaps all uses of the Perhaps all uses of the computer are tool-like.computer are tool-like.

Many CALL software Many CALL software packages contain both tutor packages contain both tutor and tool functions.and tool functions.

Decoo and Colpaert (1999),Decoo and Colpaert (1999),

Richmond (1999) Richmond (1999)

““hybrid packages” Levy (1999 )hybrid packages” Levy (1999 )

Future CALL?Future CALL?

Tool CALL Tutorial CALL

Overview:Overview:

I. Tutor vs. toolI. Tutor vs. toolII. Myths about tutorial CALLII. Myths about tutorial CALLIII. Why has it been III. Why has it been marginalized?marginalized?

IV. The IV. The tutor-tool dichotomyV. Roles for tutorial CALLVI. Roles for teachersVII. Conclusion

What What is is the role of the role of tutorial CALL?tutorial CALL?Focus on learning rules, patterns, Focus on learning rules, patterns,

and itemsand items

Support one-way comprehensionSupport one-way comprehension

ListeningListening

ReadingReading

Handle limited, predictable Handle limited, predictable interactionsinteractions

So, what can you So, what can you do?do?

Overview:Overview:

I. Tutor vs. toolI. Tutor vs. toolII. Myths about tutorial CALLII. Myths about tutorial CALLIII. Why has it been III. Why has it been marginalized?marginalized?

IV. The IV. The tutor-tool dichotomyV. Roles for tutorial CALLVI. Roles for teachersVII. Conclusion

Become an informed Become an informed consumerconsumer

Experience tutorial CALL as a learnerExperience tutorial CALL as a learner

Visit the EV; check out exhibitorsVisit the EV; check out exhibitors

Learn to evaluate software Learn to evaluate software constructivelyconstructively

Determine where tutorial programs Determine where tutorial programs could fit in your curriculumcould fit in your curriculum

Share your experiences (e.g., Software Share your experiences (e.g., Software Fair)Fair)

Train learners in effective Train learners in effective useuse

Give learners teacher trainingGive learners teacher training

Use a cyclic approachUse a cyclic approach

Use collaborative debriefingsUse collaborative debriefings

Teach strategies for setting an Teach strategies for setting an appropriate level of challengeappropriate level of challenge

Make your own CALL Make your own CALL materialsmaterials

Support materials: handouts, Support materials: handouts, tasks, tasks,

Template authoring (e.g., Hot Template authoring (e.g., Hot Potatoes)Potatoes)

Other authoring tools: Other authoring tools: QuicktimeQuicktime HyperStudioHyperStudioRevolutionRevolution FlashFlashMaxAuthorMaxAuthor WinCalisWinCalis

Overview:Overview:

I. Tutor vs. toolI. Tutor vs. toolII. Myths about tutorial CALLII. Myths about tutorial CALLIII. Why has it been III. Why has it been marginalized?marginalized?

IV. The IV. The tutor-tool dichotomyV. Roles for tutorial CALLVI. Roles for teachersVII. Conclusion

Conclusion:Conclusion:

Instead of rejecting Instead of rejecting tutorial CALL out of tutorial CALL out of hand, try to hand, try to understand what it is understand what it is and what it can do.and what it can do.

Questions?Questions?

Discussion?Discussion?

Thanks for Thanks for your your

attention.attention.