Embed Size (px)
Citation preview
What do we know about CALL?
Deborah Healey, Ph.D.English Language InstituteOregon State [email protected]://oregonstate.edu/~healeyd
Outline
Change over time in computers and CALL PLATO – PCs - Mac/Windows - Internet
Consistent findings: What we know Word processing works One size does not fit all The teacher’s role is key Most learners like feeling special Some skills practice is helpful People like games
More...
Outline, continued
Ongoing and future areas of relevant research Solid theoretical framework Word processing Work in groups Role of the teacher Multiple media in learning Use of simulations and games Attention and engagement Autonomy/self-directed learning More…
Your research directions and questions
Why do we care?
Claims Transform education – the key to the future Motivate students Make teachers’ lives easier Help students learn more effectively Save money “Just a tool” The teacher’s role is important
Basic question: Does CALL “work?”
Changes over time: Computers and questions PLATO
Novelty Students like it – they’re engaged Immediate feedback Teachers as programmers
But... What do we do with this??? Very expensive Not available for widespread use
Early personal computers: Sinclair, Apple IIe, DOS-based Novelty Students like it – they’re engaged Teacher-created programs in BASIC Simple software
Immediate feedback on drills (US) Exploratory software (UK)
But... Expensive workbook Not available for widespread use Digital divide begins
Macintosh and Windows: The graphical interface Ready-made software –drills, simulations/games Multimedia: appeal to different learning styles Novelty, immediate feedback, record-keeping Quality time for non-drill activities in the classroom Collaborative work => discussion practice Multimedia But...
Questions about return on investment Expensive workbook Digital divide increases
The Internet era
More novelty More authentic learning possibilities for students
Real-time news, magazines Real-time interaction with Chat/Messenger Student publishing online – web pages, blogs, podcasts
More resources for teachers Programming for the Web But...
Information overload More destructive digital divide
CALL research = moving target Computers from mainframes to hand-helds Local to global partners
Blackberry 8830
CALL research = moving target As similar as silent films
and high-tech movies
Other limitations
Small number of subjects Hawthorne effects Chart new ground rather than replicate
So...
What do we know about CALL?
Consistent findings - 1
Word processing works Replicated with L1 and L2 writers Revising leads to better writing Less anxiety
Consistent findings - 3
One size does not fit all Dunn (1993) “responding to how students learn
significantly increases their achievement and attitude test scores…
no learning style characteristic is better or worse than any other learning style characteristic; and …
[children] need to be taught to their individual learning style strengths if they are to master new and difficult academic material
Consistent findings - 3
One size does not fit all Multiple channels Inductive vs. deductive learners
Data-driven learning
Consistent findings - 4
The teacher’s role is key Setting tasks Defining roles
Consistent findings - 5
Learners like to feel special Individualized instruction Custom learning experience Audience outside the classroom
But... Hawthorne effect Missing variables in research
Consistent findings - 6
Some skills practice is helpful Focus on form in context Decontextualized practice does not build fluency
Consistent findings - 7
People like games Simulations and games – long history in
education Part of most commercial ESL/EFL software Competing against time, self, or others Collaborative games
Consistent findings - 4
Computers and CMC are engaging Engagement works
Fun factor Consciousness-raising Language research by students Authentic tasks – communication, writing, etc. Authentic contexts for language use
Ongoing and future areas of research Need for a solid theoretical framework
SLA or other basis Replication
Word processing Spell checkers Teacher comments Translation >
Ongoing and future areas of research Work in groups
Local or global Social networking sites Class or individual email partners Class structure
Role of the teacher What tasks? What instructions? Wireless labs Distance education >
Ongoing and future areas of research Multiple media in learning
How much information is too much? Can students REALLY multitask well?
Use of simulations and games What is “authentic”? How much do students learn from different types of
games? >
Ongoing and future areas of research Attention and engagement
What learners benefit most from DDL? How should tasks be structured? User interface Does English level make a difference?
Autonomy/self-directed learning What do learners need to be autonomous? How can students learn from Internet sites? >
Ongoing and future areas of research Search engines
What do students need to know to search well? Podcasts, blogs, ubiquitous computing
What do students learn from creating websites? Podcasts? Blogs?
How much access is too much? Hawthorne effect
Is it a factor in CALL research? >
Your areas of interest?
Remember...
Your classroom-based research is valuable: tell others about it! English Teaching Forum TESLCA-L mailing list
The more you share, the more we all know.
