Eurocall 2010 panel on call and the learner

The Learner in Changing CALL Environments

Glenn Stockwell

Hayo Reinders

Philip Hubbard

Jozef Colpaert

Cynthia White

EUROCALL Bordeaux 10 September 2010

EUROCALL 2010 Bordeaux

Overview Introduction

Glenn Stockwell Hayo Reinders Cynthia White

Short Break

Phil Hubbard Jozef Colpaert

Discussion


Introduction to AILA ReN “CALL and the Learner”

http://www.callandthelearner.info/

It is the aim of this Research Network to bring together people working in the different areas related to the role of the language learner in CALL. Sub-themes of this ReN include: Learner motivation CMC(with a focus on the role of the learner) Learners’ beliefs in CALL Individualising instruction Social networking and computer games and SLA Mobile-assisted language learning Supporting out-of-class language learning Teacher education for CALL

http://www.callandthelearner.info/


CALL in and out of the classroom

Glenn Stockwell, Waseda University


Developments in CALL Phases in CALL?

Structural Communicative Integrative(Warschauer, 2000)

Approaches to CALL? Restricted, Open, Integrated (Bax, 2003)

Language pedagogy using CALL must be affected by technology in some way (Levy, 1997; Stockwell, 2007)

Distinction between in and out of class starting to become blurred


Emerging technologies Computer-mediated communication

Text-based (e.g., Tudini, 2003; Warschauer, 1995)

Email, chat, blogs, MOOs, etc. Now well established

Audiovisual (e.g., Tian & Wang, 2010) Audio-conferencing, video-conferencing, etc. Quickly gaining popularity

Contribute to breaking down time and place barriers


Emerging technologies Social networking sites and virtual

environments Facebook ActiveWorlds, Second Life, etc


Emerging technologies Simulation & gaming

MMORPGs (e.g., World of Warcraft)


Emerging technologies Mobile technologies

Mobile phones Podcasting Netbooks Nintendo DS Electronic dictionaries


Changing environment “In-class” and “out-of-class” activities

Interaction can occur out of the classroom Learners can actively seek opportunities for

interaction with NS or NNS Interaction between teachers and learners

Frequency and timing Quality and quantity


Changing environment Learners may multi-task both in and out of

class Greater expectation for learners to be

autonomous Are learners prepared for this? Is this what they really want?

Teachers may know less about learners What they want to achieve in the L2 How they access the L2 out of class

Learn English or Die!The Role of Computer Games on

Willingness to Communicate (an exploratory study)

2) "Psychosocial Moratorium" PrincipleLearners can take risks in a space where real-worldconsequences are lowered.

3) Practice PrincipleLearners get lots of practice in a context where thepractice is not boring (i.e., in a virtual world that iscompelling to learners on their own terms and wherethe learners experience ongoing success).

1) Active, Critical Learning PrincipleAll aspects of the learning environment (including theways in which the semiotic domain is designed andpresented) are set up to encourage active and critical, not passive, learning.

From potential to evidence

2)What effects does game play have on a) the quantity and b) quality of L2 interaction?

3)What effects does it have on learners’ Willingness to Communicate (WTC)?

Iphone games

Iphone games

Iphone games

2 Quantity and quality of L interaction

2 Quantity and quality of L interaction

Quest 1 Quest 2 Quest 3

Written Oral Written Oral Written Oral

Self-corrections 6 17 8 16 11 18

Clarification

requests

10 21 4 19 4 23

Confirmation

checks

0 18 0 16 0 17

WILLINGNESS TO COMMUNICATE

Perceived proficiency in L2 interaction 2.4

Anxiety to communicate

in L2

3.8

Willingness to communicate in L2 2.4

Chat Oral

Willingness to communicate in games 4.4 3.9

Hayo Reinders www.innovationinteaching.org


Critical Adaptive Learning & Affect

Distance Learning &Web 2.0 Telecollaborative Projects

Cynthia WhiteMassey University, [email protected]

http://www.freerangestock.com/details.php?gid=47&sgid=&pid=1454



Overarching theme: “Globalisation & Localisation: opportunities and challenges”

Im Gespräch mit Robbie WilliamsBody Art Magazin, 05 December 2007

Chinese nurses could Help shortageNZ Herald, April 9, 2008

Maori Russian dolls made in China, sold in NZ The Dominion Post, 12 April 2008

Pure New ZealandAmerica’s Cup ValenciaTourism NZ, 13 April, 2007


Ou

tpu

t S

ett

ing

Information Exchange

Joint Writing on

Wiki

Data Collection

and AnalysisTOOLS

Live Voice Chat

DiscussionWiki

Student-generated Topics

Course Theme

Ta

sk

Settin

g

Perceived Incentives

Joint Negotiation

and Planning

Joint Negotiation

and Planning

Joint Negotiation

and Planning

Feedback on

Language


Hannah: Getting an idea of what people think globalisation might be a good place to start?

strutti: Yes of course Hannah, thank you!Hannah: I mean, not very long ago I thought it meant

McDonalds...

Critical adaptive learning

Hannah: I just thought about the problem how we want to integrate the aspect of "opportunities and challenges" in our project? Or do we want to figure out the relationship between NZ and Germany and illustrate opportunities and challenges in this special case....?

Jan: So, our task today is maybe … anyway to try to define steps, too, as it was indicated at your ehm thread. We all did some research on the internet and maybe we could try to clear out some … questions or some structure of our presentation which we have to hold on ...in June, we have to hold our presentation in June


Q2. Would you get one?Yes - no-oneNo - 12 males, 14 females.Full face on males. Q1 Do you like/dislike them?Males - 1 like, 9 dislike, 3 don't care.Females - 1 like, 12 dislike.Q2. Would you get one?No - 12 males.Chin Tattoos on females. Q1. Do you like/dislike them?Males - 1 like, 10 dislike.Females - 4 like, 7 dislike, 2 don't care.Q2. Would you get one?No - 14 Females.

26 people replied - 12 males (11 Pakeha, 1 Maori/Pakeha), 14 females (all Pakeha). Not everyone answered every question. 3 males, 5 females are aged between 20-29. 2 males, 2 females are aged between 30-39. 3 males, 3 females are aged between 40-49.4 males, 4 females are aged between 50-59.Tattoos Q1. Do you like or dislike them?Males - 3 like, 4 dislike, 5 don't care.Females - 9 like, 3 dislike, 2 don't care.Q2. Do you have one?Yes - 3 males, 3 femalesNo - 8 males, 9 females.Q3. Would you get one?Yes - 1 male, 3 femalesNo - 8 males, 5 females.Maybe - 3 males, 1 female. Ta Moko - body art.Q1 Do you like/dislike them?Males - 4 like, 5 dislike, 5 don't care.Females - 8 like, 2 dislike, 3 don't care.

Outputs: Data collectionSharing the world of Nelson


Feedback

Ich habe dieses Projekt interessant gefunden, besonders die Zusammenfassung und die Interpretation der Fragebögen. Allerdings habe ich es nicht auf dem Schirm gehabt, dass die Studenten in Deutschland auf Englisch schreiben müssen, und sie deshalb eventuell eher mehr Arbeit bereitet habe als weniger, aber wir haben es zusammen geschafft. Was ich ja ein bisschen schwerig fand, war die Fragebögen zu analysieren ohne schon etwas in sie hineinzuinterpretieren. Zum Beispiel hatte ich ein großes Problem mit BB gehabt, weil er mir so auf die Nerven ging, da einige seiner Antworten nicht mit anderen seiner Antworten zusammenpassten, aber letztendlich habe ich es doch bewältigt.

I found participation in this project with the German students a good opportunity to improve my German language, as well as build new friendships, which I would not otherwise have. ...Language practice

Social networking

Intellectual challenge

Joint achievement

Personal achievement


Affective Control

“... I came back and looked at all theonline tools …I thought “this is going to be tough”, as if German isn’t hard enough. At first I didn’t want to post anything but then I told myself, ‘no, it’simportant and you need to do this....’.Hearing everyone was exciting – I’d wakeup, go online, check it out...and again after work.....”


Ideal Self (White & Ding 2009)

“there’s something about hearing otherpeople, it’s so immediate, and seeingwhat we say. The best part has been theproject with Germany.....setting thingsup in German made me realise I can dothings in German that work....it mightseem a small thing but it meant heaps tome...it felt real, well it was real......”

EUROCALL 2010 BordeauxEUROCALL 2010

White, C. (2007). Focus on the language learner in an era of globalization: tensions, positions and practices in technology-mediated language teaching. Language Teaching, 40(4): 321-326.

White, C. & Ding, A. (2009). Identity and self in e-language teaching. In Z. Dörnyei & E. Ushioda (Eds.) Motivation, Language Identity and the L2 Self. Clevedon, England: Multilingual Matters. Pp. 333-349.

Bown, J., & White, C. (in press). A social and cognitive approach to affect in SLA. International Review of Applied Linguistics in Language Learning 48 (4).

Bown, J., & White, C. (in press). Affect in a self-regulatory framework for SLA. System: An International Journal of Educational Technology and Applied Linguistics

Vom Brocke, J., White, C., Walker, U. and vom Brocke, C. (2010). Making User-Generated Content Communities Work in Higher Education - On the Importance of Incentive Setting. In U.D. Ehlers and D. Schneckenberg (eds.). Changing Cultures in Higher Education - Moving Ahead to Future Learning, 149-166. Springer.


CALL Learner Training

Phil Hubbard, Stanford University


Conceptualizing CALL

Learner Computer Learning Objectives

Peer

Teacher

Other

Materials

“Computer” is more than a single physical device:

includes CPU, interface, network & peripherals

Levy & Hubbard (2005)


Argument for learner training Conscious, expert control over applications of the

computer as a language learning tool is better than the absence of such control

Achieving a useful level of that control is feasible and practical for some learners and some applications

Training is usually required to reach that level


Goal of CALL learner training Help students work with CALL materials, activities,

and tasks more efficiently and effectively

Create good lifelong “e-learners”


Evidence for learner training Barrette (2001); Winke & Goertler (2008)

Existence of learner standards (e.g., ISTE, TESOL)

Research review (Hubbard 2005): 78 studies 17 technical training only; 7 pedagogical training In the discussion section or conclusion…

23 of 78 (29%) suggested some kind of additional training/instruction to help students

14 were from those that had not reported any training earlier

3 of these were from those that had specified no training.


Types of learner training Technical: How (knowledge & skill)?

General Application specific

Strategic: What & when?

Pedagogical: Why?


Integrating learner training Hubbard (2004): Five principles

Kolaitis et al. (2006): Implementing learner training in an ESL program; washback on teaching

Romeo & Hubbard (2008): Pervasive learner training

My talk at 17:30 today…


ReferencesBarrette, C. (2001). Students preparedness and training for CALL. CALICO Journal, 19 (1): 5-36.Hubbard, P. (2004): Hubbard, P. (2004).Learner Training for Effective Use of CALL. In S. Fotos

and C. Browne (Eds.) New Perspectives on CALL for Second Language Classrooms. Mahwah, NJ: Lawrence Erlbaum.

Hubbard, P. (2005). “A Review of Subject Characteristics in CALL Research.” Computer Assisted Language Learning, 18 (5).

Kolaitis, M., Mahoney, M. Pomann, H. & Hubbard, P. (2006) .“Training Ourselves to Train Our Students for CALL,” in P. Hubbard & M. Levy (Eds.) Teacher Education in CALL. Amsterdam: John Benjamins.

Levy, M. & Hubbard, P. (2005). “Why call CALL ‘CALL’” (editorial). CALL Journal 18.3.O’Bryan, A. (2008). Providing pedagogical learner training in CALL: Impact on student use of

language learning strategies and glosses. CALICO Journal, 26 (1), 142-159.Romeo, K. & Hubbard, P. 2008. “Pervasive CALL Learner Training for Improving Listening

Proficiency.” Proceedings of the Third WorldCALL Conference, Fukuoka, Japan, August, 2008. http://www.j-let.org/~wcf/proceedings/d-060.pdf.

Winke, P. & Goertler, S. (2008). Did we forget someone? Students’ computer access and literacy for CALL. CALICO Journal, 25 (3): 482-509.

http://www.j-let.org/~wcf/proceedings/d-060.pdf


Designing for personal goals

Jozef Colpaert, Universiteit Antwerpen


Focus on the learner YES, but:

Teacher support The learner in context (ecology) There is more than learner characteristics: motivation What do we know ? What does the learner know ?


Motivation Overview:

Gardner & Lambert Oxford & Shearin Self Determination Theory (Deci & Ryan) L2 SELF model (Dörnyei & Ushioda)

Antwerp CALL 2010 > CALL Journal


Personal goals Sub-conscious volitions How to elicit? Analysis of cognitive and emotional friction Focus group technique

Personal goals are not necessarily psychological realities, but have appeared to be excellent design concepts

Somewhere between SDT and L2SELF, but not explicit!


Personal goals Questions:

Which problems How do you feel … Why … Formulation of personal goals

Focus first on personal goals, and secondly on pedagogical goals


Jozef Colpaert. (Forthcoming). Elicitation of language learners’ personal goals as design concepts. Journal for Innovation in Language Learning and Teaching. Taylor & Francis.


Discussion questions How much freedom should learners be given? Is there such a thing as too much freedom? How can specific goals be incorporated into

these new environments? What are learner expectations regarding

instruction What forms should feedback take?