3-6 September, 2008 | Székesfehérvár, Hungary
The program of the conference is available now. Please click on the date to view daily program. By clicking the abstract title you can view the abstracts also.
WEDNESDAY, SEPTEMBER 3rd, 2008
|09:00-12:00||Pre Conference Workshops|
|13:00-16:00||Pre Conference Workshops|
|17:30-18:00||Educational showcases 1 [ Building Ybl ]|
|A-0009||Session room 1
Interface-based orchestrations for narrowing constructivist task
Lawrie Hunter (Kochi University of Technology) In constructivist learning environments, particularly in relatively teacher-remote situations such as those involving Learning Management Systems (LMS), learner freedom can be an obstacle to the achievement of specific educational objectives. This paper presents two examples of task-narrowing achieved by interface related task design. Example 1: LMS writing tasks for intermediate EFL are famously compromised by the existence of online translation services; further, emerging writers of L2 often cannot generate or even judge L2 text's suitability to their intended messages. By constraining the information content and information structure of task product, the materials designer can push the writer into a narrow range of sentence types, a micro-genre. Case in point: information structure mapping <http://www.core.kochi-tech.ac.jp/hunter/semint/> can provide a text design interface in which the visual elements have a narrow range of interpretation (this evokes the notion of lexical templates). Example 2: the use of concept map systems based on associational links can result in excessive task performance freedom. The Cmap approach <http://cmap.coginst.uwf.edu/> involves the use of labeled links and thus constrains learner behavior towards more articulate expression, but still the degree of task performance freedom is high. By constraining the nature of link labels the materials designer can push the learner to very specific language behaviors. Case in point: in work with the informal technical academic English register (used for example in science magazines and presentation scripts), an important second language reader/writer skill is the ability to distinguish between (1) technical content and scientific argument and (2) motivating or persuasive rhetoric. This showcase consists of two demonstrations: (1) the author's information mapping system, and its application in a LMS writing scenario; and (2) the author's adaptation of Cmaps and Cmap tools for L2 learner analysis of technical text and the subsequent writing of technical text using Cmaps for argument mapping. Key words: task design, constructivist, interface, task freedom, learning management system
|A-0150||Session room 2
Using Wimba voice tools and other VoIP-supported applications for language learning and teaching.
Marina Orsini-Jones (Coventry University) This presentation will first of all illustrate how the use of the Wimba Voice Tools as integrated PowerLinks within the virtual learning environment Blackboard/Vista (formerly WebCT) has transformed the learning experience of languages students at Coventry University (UK). The integration of these tools into language learning enabled staff to explore innovative ways of delivering the syllabus and created more opportunities for students to engage with work-related simulations in line with the UK government’s drive towards an employability and enterprise agenda for Higher Education. The major features of the voice tools will be demonstrated and examples will be given of activities carried out with learners of Italian from beginners to advanced level. Examples will also be given on how the voice tools have been used for training languages staff in the use of new technologies. Together with the ‘older’ types of voice tools (such as ‘voice-board’) more recent Wimba additions (presenter and podcaster) will also be illustrated. The presentation will furthermore evaluate and compare the Wimba tools to other types of VoIP (Voice over Internet Protocol) supported tools, such as Skype and the voice addition in Second Life and discuss their comparative merit. Consideration will also be given to how these tools could be used to carry out research in language learning. Participants will be invited to share ideas on the ways in which the new tools could be integrated into the learning environment in their institutions and share VoIP practice.
|A-0024||Session room 3
SANAKO from Finland -Motivating Language Learning
Petri Laapotti (SANAKO Corporation, Turku, Finland) �The Effectiveness of ICT Technologies in Foreign Language Teaching� Mr. Andrzej Styrcz, Regional Manager, SANAKO Corporation, Finland The research on the effectiveness of ICT in language teaching suggests that the schools that implement ICT in Foreign Language Learning (FLL) get better results in teaching than those that do not. Therefore, many teachers see the value of technology as a means to immerse students in a foreign language and culture and speed up the processes of language learning. Sanako Software showcase -benefits of institutions, teachers, students
|18:00-18:30||Educational showcases 2 [ Building Ybl ]|
|A-0004||Session room 1
Collaborative applications for course management systems
Paul Daniels (Kochi University of Technology) The presenter will exhibit several collaborative tools developed for a popular course management system called 'Moodle'. Details of the modules are listed below. All of the modules are being developed at Kochi University of Technology and are open-source scripts. They can be downloaded at: <http://blog.netcourse.org>. Presentation Module This module allows teachers and students to upload PowerPoint presentations to Moodle which are then converted to Flash. Students can also add comments to presentations. Lecture Questions This module allows teachers to import Moodle quiz questions for use as lecture questions. Students can respond to lecture questions on-line or by email. Responses can be viewed on a single page allowing students/teacher to compare responses. Whiteboard Module This module allows students and teachers to work on a shared whiteboard. Students can be assigned groups within a course and each group can have access to a shared whiteboard. Seating chart Using this classroom management application, teachers can collect data in the classroom using a handheld device and submit the data to Moodle. HOTFLASH module The HOTFLASH module allows you to display Hot Potatoes quizzes in a Flash environment. Display Data This module allows teachers to upload student data in CSV (spreadsheet) format. Students can view only their own data, while the teacher can view all data. Media Blog New functions were added to Moodle's blog, such as, voice recording, media support and a blog search. Students can record and save voice files directly to the Moodle blog using a standard browser. Mail Quiz Module Students can sign up for a study interest and receive content and quiz questions via a user-defined email schedule. The module checks students email responses, send feedback, and tracks correct/incorrect responses and average quiz scores.
|A-0113||Session room 2
Multi-media corpora for language learning
Ylva Berglund Prytz, S Braun (University of Oxford - University of Surrey) SACODEYL (System-Aided Compilation and Open Distribution of European Youth Language) is a European project focused on the integration of corpus-based CALL into language learning programmes of secondary schools and vocational training institutions. With support from the European Commission through the Socrates/Minerva scheme, the three-year project aims to develop an ICT-based solution for the assisted compilation and open distribution of spoken youth language corpora and teaching materials for seven European languages (English, French, German, Italian, Lithuanian, Romanian, and Spanish). The project work evolves around the creation of three kinds of resources for use by language teachers and learners. The resources, which will be made available in an online platform, are: � Corpora: Spoken, multi-media corpora of seven European languages, consisting of video-recordings, sound, and transcripts of interviews with young speakers (13-18 years). The interviews are related, but are not limited to, topics which have been identified central in language learning contexts (course plans and learning materials), such as daily routines, interests and hobbies, school, plans for the future and topical issues. The corpora are annotated to facilitate identification of sections not only based on the topic but also with reference to grammatical or linguistic features, or features related to the speakers. � Learning materials: The projects produces a large set of sample learning materials to be used by students via the online learning platform or as an inspiration for teachers who wish to use the corpus material for language teaching. The learning material comprises a variety of exercises including explorative tasks, communicative tasks and production exercises. The material is based on the corpora, and use a combination of the video, sound and transcription. � Tools and methods for corpus creation and exploitation: An important part of the project is to make available the tools and methods devised and used by the project. The tools produced by the project include a transcription tool, where the user can play a video file and add/edit a transcription as well as link the transcript to the relevant part of the video file. The annotation tool is used to mark up the transcripts with regard to topics discussed, linguistic features and other factors. The transcriptions and annotations can then used by the search tool, allowing the user to easily identify and retrieve relevant sections of the corpus. The project is near completion, and this presentation will demonstrate the resources that have been produced and that will be made available. These include the multi-media corpora in seven languages, tools for transcribing, annotating and exploring the corpora, and tools used for creating learning activities based on the corpora. The presentation will also discuss experiences from working on the project, in order to offer information, advice and encouragement to anyone wanting to do a similar project or use the tools and methods for their own work. KEYWORDS: corpora, multi-media, learning materials, corpus construction, tool
|A-0127||Session room 3
Enhancing learning awareness - podcasting as an interactive tool
Marco Raindl, Tatsuya Ohta, Ikumi Waragai (Keio-University, Shonan-Fujisawa-Campus) Encouraging learners to develop learning awareness is one of the most important aspects of language teaching. Thus the design of learning environments enabling the development of learners` autonomy as well as the acquisition of a variety of learning strategies can be regarded as crucial to successful language learning. Computer-based learning materials aimed at helping language learners to pursue their studies beyond the language classroom basically have two aspects: one is aimed at helping students immediately - e.g. in developing their reading or listening strategies; the other one can be termed as indirect support, working e.g by enhancing learners� motivation through teaching materials that are either interesting or entertaining to students. This aspect is of particular relevance, in as far as it implies the necessity to offer different types of learning materials for different types of learners and thus underlines the importance of diversity in learning environments. Through podcasting learners can be provided with audio- and video-data of a high quality that can be accessed at any time or place. Furthermore the subscription to a language podcast implies that learnes will be supplied with new input regularly. Thus learning outside the classroom can be structured, following the rhythm of the podcast updates. The German Department of our institution has been providing learners with podcastable contents for more than a year. The short movies showed and analyzed during German lessons are sent to subscribers regularly once they have been discussed in class. Furthermore offered are little films the images and lines of which have been produced by learners during class: short comics consisting of 4 images (4-koma-mangas). The innovative aspect of this contents is that learning materials are not merely provided for by teachers, but that all students take part in producing them. This �interactive� approach constitutes a new type of learning environment, where learners are senders as well as receivers of contents; and where a new bridge is built between classroom learning and the learning phases outside the classroom. The paper furthermore presents the results of a survey conducted amongst learners in order to acquire data about changes in motivation, learning styles and self-evaluation on the part of the learners. keywords: diverse learning environments - interactivity - activity-based learning - learning awareness - motivation - podcasting
|A-0151||Session room 4
OWL Software: Meeting Your Assessment and Data Collection Needs
Chris Dalessandri, Dr. Thekla Fall (Owl Testing Software, Pittsburgh Public School (retired)) This session is designed for those looking for 1) easier ways to collect student assessment data for grade reports; 2) to provide strong qualitative components for grant evaluations; 3) ways to assess the effectiveness of new instructional techniques, materials or program enhancements; and 4) for those who have study abroad programs that require secured, centralized testing both at home and abroad. We will demonstrate the proven, completely authorable, Online World Language (OWL) testing and practice software that makes it easy to test, rate, and collect assessment data. OWL software was developed in conjunction with a local urban school district where it was used to successfully test thousands of students over the last seven years. Using OWL software, listening, reading, writing, and speaking may be assessed independently or in combination. Furthermore, the software facilitates the collection and rating of student speech samples (SOPI-type assessments), as well as, essays, multiple choice, fill in the blank, etc. in most languages. The software is completely authorable and will accommodate most languages. Thus, users can easily input standards, rubrics, and test items that are appropriate to their country and curriculum. Furthermore, in creating test items, test administrators may input their authentic visuals, audio, and/or video in addition to the written text. Other features of OWL software include a rater calibration function and vocabulary practice function. Tests may be modified to fit the individual needs of students with learning disabilities (longer or no response times, fewer choices, and inclusion of a word bank). There is a self scoring feature for items with set correct answers. The entire application uses a simple, intuitive user interface which allows instructors to rapidly create, deliver and assess tests. There a common wizard, which is used to create all tests, tasks and rubrics. All of which is done on-line using only a common web browser. OWL testing software runs on both Mac and Windows clients and is built using c#, Java and Flash.
|18:30-19:00||Educational showcases 3 [ Building Ybl ]|
|A-0048||Session room 1
Showcasing the LanguageSpace Website: Forming Social Networks for Language Learning and Teaching
Douglas Moody (Dartmouth College - Hanover, New Hampshire, USA) A primary goal of the LanguageSpace website is to provide inspirational and effective ways for students to communicate with one another via internet-mediated intercultural foreign language social networking websites that utilize the latest Web 2.0 technology. The potential �telecollaboration� presents to foreign language education allows students to interact with their peers and the LanguageSpace project seeks to promote ongoing intercultural dialogue with native speakers around the world. A secondary mission of the LanguageSpace is to demonstrate effectively these innovative methods and to share some of the results of these teaching practices with other L2/C2 instructors. This student-centered portion of the LanguageSpace website is comprised of two main elements. The first component is an interactive space with a student-centered focus, which utilizes a range of communication tools that allow students to meet for both asynchronous and synchronous events. This student section of the LangaugeSpace is based on a Drupal CMS core and integrates aspects of blogs, wikis, chat spaces, and other emerging Web 2.0 technologies. Students are able to share their assignment projects, as well as to comment on each other�s projects, in a student project space, and examples of the students� work are presented in a student project showcase. A second component of the LanguageSpace website (Phase 2, beta version available in the fall of 2008), will be developed subsequently and will be based on our experience with the student interchange component. This teachers� exchange will describe and explicate the requirements, processes, and the implementation of these kinds of web-based teaching tools and methodologies for L2/C2 instructors. The LangaugeSpace website will continue to evolve as the investigators and participants test the communication technologies and explore the ways in which telecollaboration and social networking can promote linguistic and intercultural understanding. Keywords: telecollaboration, social networking, computer-mediated communication, Web 2.0
|A-0064||Session room 2
The new Question Creation Activity module for Moodle: its philosphy, design and use
Peter Ruthven-Stuart (Future University - Hakodate, Japan) This paper will describe the development and use of the "Question Creation Activity". This is a new module for Moodle, which can be freely installed into a Moodle system. The module is intended to encourage students both to take more responsibility for their learning, and to collaborate together with their peers on the creation of learning material. Teachers are aware of the need to foster a sense of learner autonomy amongst their students, and at the same time to develop collaborative learning environments. Consequently, many of them are attempting to enhance their teaching with technology in the belief that CALL will allow their students to become both more autonomous and able to study more effectively with their peers. One such technological tool that has grown in popularity in recent years is Moodle, a free open source Course Management System. Moodle is thought by many teachers to be eminently suited to facilitating both learner autonomy and collaborative learning because of its constructivist pedigree. Yet, it is just as possible to use Moodle to perpetuate the traditional roles of teacher and student, as it is to create a course that frees students from the strictures of 'sage on the stage' type pedagogies. Thus the presenter perceived a need in Moodle for a feature that would encourage students to study on their own, and at the same time make it possible for students to work together on learning tasks. This led the presenter to combining forces with a programmer to design and create the "Question Creation Activity". With this activity, a teacher requires students to make specific question types, which include possible answers, distracters and feedback. The questions can be made individually, or in collaboration with their peers using the 'groups' feature of Moodle. The questions can be graded automatically or assessed by a teacher, and subsequently included in Moodle quizzes for the same or other students to do. The presenter will explain the philosophy behind the module, demonstrate how the module works, and also describe how it has been used in some university communication courses. The process of making questions, distracters and corresponding feedback requires students to have a greater understanding of the subject than is needed to simply answer questions about that subject. Moreover, it will be shown that having students participate in the creation of learning material, engenders a sense of ownership for that material and related content. This in turn motivates students to create questions that will be considered good enough to be used in quizzes. This has the important practical outcome of potentially reducing teachers' burdens; they need not spend so much time producing questions since students can do it for them, or at least assist them in this task. It is expected that this paper will be of interest to teachers wanting to find ways of getting their own students more involved with the learning process, as well as to people considering getting involved in the design and creation of CALL software programs. Keywords: autonomy, CMS, collaboration, Moodle, student centered
|A-0179||Session room 3
A New Language e-Learning System Based on CEFR and Web 2.0
|20:00-22:00||Poster session [ Building A ]|
Using blogs for language teaching: Challenges and opportunities for teachers and students
Doris Dippold (University of Plymouth) Blogs emerged in the late 1990s as a new genre of writing on the web, and the numerous advantages they are offering have not remained unnoticed by the educational community. Blogs make it possible for students’ writing to reach a wider audience, they facilitate the exchange of resources and thoughts, they enable students’ work to be evaluated and assessed by peers, and they can foster critical thinking. In language teaching, they have been used to facilitate interaction on course content between students at two colleges (Catera and Emeigh 2005), to foster intercultural exchange (Ducate & Lomicka 2005, Schuetz 2005), and as a resource bank (Foale & Carson 2006). This paper reports on the challenges and opportunities provided by blogs for language teachers and learners. The first part of this paper reports on a project for which advanced students of German at a UK university were asked to set up their own blog and use it to post two written entries: a summary of a written text relating to German work culture, and a cover letter. Both the students and the tutor then provided feedback on these entries to be used for revising the original entry. Drawing on students’ blogs, the responses given by students in questionnaires and focus groups and the tutor’s own experiences, I will show that the outcomes of this project were mixed. On one hand, students were positively predisposed toward the use of the technology, and the feedback in combination with tutor feedback provided them with different perspectives on their writing and afforded them the opportunity to compare it to their fellow students’ writing. However, the feedback provided was often of low quality and therefore unlikely to allow effective revision. The second part of this paper reports on new developments emerging from the above: firstly, an action research project on e-moderating and e-interaction skills due to start in autumn 2008, and secondly, new classroom projects involving blogs. In the current academic year, one group of my students are using blogs as a self-publishing platform on which they draw up a professional profile (with a skills profile, a CV and a self-presentation feature). A further group are encouraged to use a class blog to exchange ideas on anything of interest. Based on these projects, I will argue that blogs offer mixed blessings: Although they are certainly potentially valuable tools to facilitate peer feedback and peer-to-peer interaction, their use also entails the need to address specific issues regarding task design, e-moderation by the teacher, and student training in the rules and strategies for effective e-interaction. I will discuss the possibilities offered by blogs, the challenges encountered in their use and invite audience feedback on these issues. Key words: Blogs, language teaching, peer feedback, e-moderation, e-interaction
Inquiry-based collaborative language learning project - WebQuest
Min Jung Jee (University of Texas at Austin) As English education has stepped into a new era, technology becomes an import part of language instruction and many researchers anticipate that technology will be a necessary condition for Second and Foreign language instruction. Because of its incomparable advantages such as limitless accessibility, web-based materials or activities especially benefit teachers and learners across the world. Moreover, as students spend more time on computers, technology-related literacy becomes a new ‘construct’ for their language use. Teachers also get various teaching resources from the web. In addition, as constructivism and sociocultural theory emphasis collaborative learning, web-based learning environment might be a powerful tool for ESL and EFL students to build a English learning community, which stimulates scaffolding each other to promote their English proficiency. In fact, collaborative English learning activities enable students to enhance their critical thinking, and consequently they will come to truly learn what they have to know as well as developing English proficiency. Moreover, inquiry-based learning activities elicit students’ motivation which is the drive force for the continuous learning. In ESL and EFL, inquiry-based collaborative learning activities with technology have great potential to promote students’ English abilities as well as higher cognitive skills. WebQuest can be one of the activities. According to Dodge (1997), a WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet, optionally supplemented with videoconferencing. This WebQuest is designed for college-level young adult ESL and EFL students to promote their knowledge on one of the culture-specific topics as well as English proficiency. Their level of English is high-intermediate to advanced. The objectives are 1) to build knowledge on a culture-related topic, 2) to enhance English reading, writing, speaking, and listening, 3) to build learning community, 4) to develop Wiki entry; collaborative writing on the web, and 5) to promote technology literacy. Students will participate a creative controversy discussion, which they will learn how to come to an agreement in a constructive way. They will also do collaborative research to solve problems, which has a critical importance in learning. Moreover, they will create a Wiki entry as the final project and use Second Life as a tool for virtual discussion. As an option, some of the students will participate videoconferencing for the discussion. The WebQuest consisted of 7 parts; introduction, task, information sources or web sources, process, guidance, assessment (self, peer, and teacher assessment), and conclusion. Throughout the process, the students will have various opportunities to enhance their English proficiency as well as technology-related literacy. In addition, they will experience self and peer evaluation as a tool of formative and summative assessment. During the poster session, if it is possible, hands-on practice or workshop on how to build WebQuest using Dreamwear or Namo Web Editor will be added. Moreover, there will a discussion on the effectiveness of the WebQuest in specific, and the potential benefits and limitation of technology incorporated language instruction in general. WebQuest, Collaborative learning, course design, ESL, EFL
Blogs as Autonomous English Learning Environment
Min Jung Jee (University of Texas at Austin) As the ideology has shifted from materialism to focus on personal value and freedom, theories and methodologies of language education have given emphasis on drill and exercise to learner-centeredness. In fact, learners become the key agent in language learning process. Moreover, as the concept of successful learner has been changed into a person who can construct knowledge by him or herself, the ultimate goal of language education becomes to promote learner autonomy. In addition, as technology is incorporated in language learning and teaching, autonomy has become an important issue (Benson, 2001). Self-access or autonomous learning is the ideal stage of true learning and enables learners to keep their learning for the rest of their lives. For the sake of its importance, self-access centers are growing across the world, and the centers provide customized learning materials and environments for the users. In addition, several approaches which are designed to promote students’ autonomy are incorporated in classroom instruction. Moreover, with the easiness to create and user-friendly usage, blogs are widespread, especially among young students, as new communicative environments. Students post their own writings or reflections on their blogs, and they get various replies from their friends or even anonymous readers around the world. As one of technology-based approaches (Benson, 2001), this project attempts to use a blog as a self-access center for ESL and EFL students. It is designed for a out-of-class activity. Outline of the poster; 1. Theoretical background of autonomous learning 2. Introduction of blogs as a language learning tool 3. Introduction of the project: i. Creating a blog account using ‘Blogger’ ii. Choosing a template according to the purpose iii. Developing a blog as a self-access center - online dictionary, daily news articles, e-books, and English learning websites can be linked. iv. Studying at the blog daily and posting a reflection after the study on ‘Reflection’ category. v. Visiting at least one of the classmates’ blog and replying to his/her reflection. vi. The teacher gives feedback on the students’ reflection. 4. Potential benefits and limitations of the project 5. Discussion on the effective use of other electronic devices as a self-access center 6. Teacher’s role to promote students’ autonomy If possible, hands-on workshop about how to create a blog account will be presented. -Autonomy, bolgs, ESL, EFL
CSCL in Language Learning: CSCLL
Min Jung Jee (University of Texas at Austin) The concept of Computer Supported Collaborative Learning (CSCL) is based on the Computer Supported Collaborative Work (CSCW), which is defined as a computer-based network system that supports group work in a common task and provides a share interface for groups to work with. CSCL is an emerging paradigm in instructional technology and it represents a convergence of three disciplines; education, psychology, and computer science. Collaborative learning is the essence of CSCL, which has academic, social, and psychological benefits. Through collaborative learning, learners can make their knowledge public, test their ideas with others, experience multiple perspectives and move to deeper levels of understanding through collaborative writing, discourse and dialogue. With its powerful learning effectiveness, CSCL can give valuable insights to Second and Foreign Language instruction (SLI and FLI). As current SLA theories and pedagogies emphasize social interaction, collaborative learning environment, cognitive process, and content or task-based language learning, CSCL incorporated SLI and FLI will satisfy the theoretical needs. Since CSCL enables students to work with and to scaffold each other, they would lower their affective filter to learn something and they will actually learn what they have to learn by doing, which ultimately enables them to build and retain their knowledge in their long-term memory. Moreover, with growing number of students who spend more time on internet or computer, a kind of technology-related literacy becomes a new ‘construct’ of their language use. In addition, because CSCL has flexibility in designing tasks, language teachers or task designers can develop their own tasks according to their course objectives. Moreover, it will give the opportunity for teachers to be one of the learning community members, which makes them true facilitator or ‘co-learner’. In other words, CSCL in ESL and EFL will satisfy both students and teachers’ needs as well as theoretical needs. This project, called ‘Computer Supported Collaborative Language Learning (CSCLL), is designed for ESL and EFL learners as a CALL or technology integrated English course. CSCLL is divided into online and off-line (in class) activities, such as academic controversy, developing Wiki entry and WebQuest. Through various collaborative English learning activities with new technologies, the students can have opportunities to build collaborative learning community, to scaffold each other, and to solve problems constructively, which ultimately promote students’ English proficiency as well as higher cognitive skills. In addition, the students will use Second Life, Skype, and MSN messenger as communication tools, which enable them to communicate outside of the class whenever they want. Moreover, the students will use their own blogs as a tool of self introduction and of reflection on the tasks. Therefore, although it is basically designed as an in-classroom course, it can be applied to a distance language learning course across the world and to other language instructions. In addition, this project will be a model of CALL instruction to language teachers who are interested in collaborative language learning with technology and who are eager to design their own classroom activities. -CSCL, ESL, EFL, Collaborative Learning, course design
A student tool kit for promoting effective on-line language learning
Leena Subra (Jyväskylä University Language Centre, Finland) This poster presents the most important outcomes of an ongoing action research project started in 2007 at the Jyväskylä University Language Centre. The project aims at developing a student tool kit for on-line courses and electronic learning environments. The purpose of the on-line tool kit is to promote effective language learning by offering concrete, practical advice throughout the whole learning process. The starting point for the tool kit is the array of problems that the teachers have encountered in real-life online teaching situations, e.g. • the level of student commitment in on-line learning situations • the range of variation in students’ on-line learning skills • potential shortcomings in students’ reflection skills concerning language learning By September 2008 the student tool kit will be ready for piloting. Simultaneously, the project will prepare a teacher tool kit to help the teacher to plan and design web-based courses and learning materials, focusing on supporting and enhancing students’ commitment to web-based learning. The tool kits produced by this project contribute to the development of the departmental e-teaching policy.
researching arabic language teacher cognition and ICT
Mariam Attia (The University of Manchester) Conducted in the heart of the Arab world, this study is an exploration of an issue of burgeoning interest among Arabic language educators and researchers: the use of information and communication technology (ICT) in teaching Arabic as a foreign language. Specifically, it explores ICT use in an international university in Cairo, Egypt and underlines the significance of understanding teachers’ pedagogical beliefs towards technology in facilitating its effective integration into the curriculum. Due to the complexity of drawing clear lines between concepts as “beliefs”, “attitudes”, “knowledge” and “personal theories”, the use of the inclusive term “teacher cognition” follows the work of Woods (1996), Johnson (2006) and Borg (2003; 2006), to refer to the different aspects of teachers’ mental processes. Studies on teacher cognition and ICT use conducted outside the English-speaking world have identified context-specific features which had a bearing on their respective learning environments (e.g. Vrasidas & McIsaac, 2001, Zhong & Shen, 2002; Demetriadis et al., 2003). Because the introduction of technology into Arabic language classrooms is relatively recent, further investigation is needed to elucidate the distinguishing features of these emerging “ecologies” (Zhong & Shen, 2002). Methods of data collection include one questionnaire, a number of semi-structured interviews, in-class observations, and video-recorded stimulated recalls. The data has been triangulated further through interviews with the chair of the program, the head of the CALL Unit, and members of the computing units at the university. Key words: Arabic language teacher; Technology in teaching Arabic; Teaching Arabic as a foreign language; ICT integration;Teacher cognition; Teacher beliefs
The First Steps in Creating a Research Culture: Use a Learning Management System Glossary Tool?
Jun Iwata, J Clayton (Shimane University, Japan - Waikato Institute of Technology, New Zealand) This poster outlines how the glossary functionality of the open source learning management system Moodle can be used to encourage the development of a research culture within small and medium sized tertiary institutions. It also explores how collaboration opportunities institutions could be encouraged nationally and internationally by using the techniques described. The underlying philosophy used in the development of research communities within institutions is the concept of communities of practice (COP). Communities of practice are founded upon the integration of three fundamental elements: 1. a domain of knowledge, which defines a set of issues 2. a community of people who care about this domain 3. the shared practice that they are developing to be effective in their domain The domain (field or discipline) upon which this particular COP was to be built was institutional research. This domain would include definition, description, storage, searching and deployment of research outputs. While the initial numbers within the community would be limited, it is anticipated this community would grow and develop as the concepts mature and individual web spaces are more widely deployed. The poster authors firstly, recognized the course functionalities of �Moodle�, a free, open source course management system (CMS), could be used to create a COP and secondly, the functionalities of the glossary tool could be used to allow individuals to upload, store, describe and release their research to the community. The tool could then be used by other members of the research community to search, download and comment the research presented. Each researcher can use the functionalities of the glossary to firstly, create categories, based on institutional decided weightings for research outputs, secondly, provide a brief overview of the research undertaken and finally, upload their current research outputs. Once the glossaries are published, members of the community are able to use other functions of the glossary tool to search for articles, review descriptions, download articles and presentations. When the research has been published, the community of researchers can use the comment functionality of the glossary in a number of ways. They can praise the researcher on their efforts, provide links to associated research outputs they are aware of, or, more importantly, seek further clarification of points from the researcher creating institutional dialogue. This poster presentation also argues that the creation of individual web spaces for researchers within small to medium sized tertiary educational institutions will encourage the creation of research community of practice. This will potentially raise the quality and quantity of research within smaller and medium institutions. Keywords: Moodle, collaboration, research, glossary function, LMS, Community of Practice
Useful Corpus Linguistics Resources on the Internet
S. Kathleen Kitao, K Kitao (Doshisha Women's College - Doshisha University) The widespread use of computers has opened up greater possibilities for linguists to study large corpora, and in addition, in more recent years, ordinary users of the Internet, such as language teachers and language students, have access to corpora or to large amounts of digitalized text that can be used to make corpora. They also have access to software, much of it free and easy to use, to analyze corpora. Therefore, it has become possible for teachers to use corpora and software in preparing materials, and students can use them to analyze how language is used. For example, corpora and the software used to analyze it are helpful in teaching vocabulary, especially vocabulary usage in context. Students can find examples of a particular word and consider how that word is used, and what words it often occurs with. This way, they can learn about the usage of that word inductively, that is, by looking at examples in order to find generalizations. Similarly, students can take two similar words and, by looking at examples of how each word is used, discover how their usages are different. We have made a links page (http://www.cis.doshisha.ac.jp/kkitao/Japanese/library/resource/corpus/corpus.htm) listing useful corpora-related web pages, and in the presentation, we will point out different types of web pages that teachers and students might use. These include corpora, texts that can be used to create corpora for a specific purpose, online or downloadable software, and suggestions for how language teachers and language students can use corpora.
The impacts of computer-mediated communication on students’ learning and performance
Szabolcs Simon (Apor Vilmos Katolikus F?iskola) According to what most theories suggest students with a high degree of motivation are more successful learners. Knowing that self-motivation plays a crucial role in e-learning what can be done to help motivate those students who lack this level of motivation? E-learning can make communication more effective among students. Interstudent communication is a useful tool to improve the chances of success of language learning. Online discussions give participants opportunities to practice communication skills and receive developmental feedback on their skills. E-learning can provide the critical link between learning materials and real life. Through online communication students can learn how to use communication strategies for positive impact in their studies. Personal attitudes, behaviour, and characteristics can help ensure that success has gained in an e-learning environment. This paper examines some of these characteristics and their role in the learning process. Keywords: International English, Self-Motivation, Success, Communication, Learning Skills,
TALL Tales: Learning languages with ICTs
Penelope Coutas (Murdoch University, Perth, Western Australia) If there is a "Virtual Strand" for this conference, I would like to contribute a "Virtual Poster Presentation" of my work in progress. My research project involves an ethnographic study of language teaching and learning in technology-enhanced and supported government schools in Western Australia. In this project, I employ hypermedia ethnography and case study as methodology, and am experimenting with the use of Web 2.0 tools to design, conduct, analyse and (re)present data. I attended the Virtual Strand of the 2007 EuroCALL Conference, and would very much like to participate and contribute further in 2008.
Learning Hungarian with Euromobil
Sabine Ylönen, R. Halász (University of Jyväskylä, Finland - University of Pécs, Hungary) Euromobil programmes are hybrid multimedia language learning and information programmes for nine European languages, one of them Hungarian. The programmes were designed with the support of the European Commission (Socrates/Lingua2) for the target group of international exchange students and they contain interactive and informative components both offline and online. The Hungarian programme is aimed at beginners and English is used as the supportive language. It aims at preparing students for coping with studying and everyday situations during their stay in Hungary. In addition to information and quiz modules on Hungarian language and culture, the programme contains various language learning activities partially based on authentic and semi-authentic video recordings (Study, Travel Book, Services and Leisure). The process of e-material design in collaboration with language teachers, students, and programmers as well as pedagogical decisions will be discussed. The results of a feedback analysis on experiences with the programme, performed with the help of a questionnaire, will be available by the time of the Eurocall conference. The poster session will also give an opportunity to try out the programmes and learn some Hungarian.
Electronic dictionary and morphologically rich languages teaching as the Hungarian
Lidia Varga (Institut Gaspard Monge , Université Paris-Est, France) The results of computational linguistics and natural langage processing have little direct impact in language teaching (G. Atoniadis, T. Chanier, 2005) until now. On one side, the softwares lack convivial interfaces and require specific data-processing competences. On another side, they are often of very restricted use because they do not contain enough linguistic resources yet (dictionaries, grammars specific to each language), however these softwares are of a great potentiality. The aim of our paper is to introduce to some results obtained at the time of the development of the Hungarian-French bilingual dictionary module of the predicates of motion and his possible application in language teaching. This linguistic resource was developed within the framework of the Theory of the classes of objects (G. Gross and his staff, 1994, 1998). Our classification is based on semantic properties such as directionality, mood, destination, goal, starting place, intentionality and the aspectual properties of the various types of motion. These semantic properties are completed by morpho-syntactic properties needed for natural language processing. The predicates (verbal, nominal, adjectival) are analyzed with thus structure of arguments. We encoded about 3 000 terms and establashed 41 classes. We encoded too the hungarian morphological forms (case suffixes, verbal prefixes, postpositionnal structures) corresponding at the motion expressions. Using our motion dictionary and the morphological forms modules we can make request for exemple on the path, source, destination, intensitiy, goal of the motion, not only verb forms. We can also to bring out the morpho-syntactic and combinatory differences specific to both languages in the expression of motion, such as the role of verb prefixes, locative complements, and to underline the importance of noun predicates. The significance of our bilingual dictionary and thes cross research approach is to use with different corpus processing approach : automata-oriented technology as UNITEX (S. Paumier, 2002), or a corpus processing system based on statistical analyses. In the case of the morphologically rich languages teaching languages as Hungarian, Russian, Taï, Corean we can use the existing softwares even if we do not have all the dictionaries necessary for the completly description of the language given. It can be used in courses with a public having a basic control of the computer and in courses with specific objectives like the training of translators or of the linguists. For example, we can make learners discover with the grammatical structures of the language. We can also make very preciz requests which are not possible directly on the Web (text analisis, extraction of terminology, phraseal words, grammaaticals features, etc).
A Pilot Study to Apply Neurological Technique into CALL: Analysis of Learning Condition by Learners’ EEG Measurements
Hideko Nakano, K.Natsume (Kyushu Women's University, Kyushu Institute of Technology) In studying the neurocognition of language, it is reasonable to inquire about what sorts of information the brain is processing during language perception and production. After the explosive growth of sensitive brain-imaging technology, a cognitive neuroscience approach to language has just started to be applied for linguistic and psycholinguistic research programs. In the neuroscience study, when theta rhythm is occurred, long-term potentiation (LTP) at the neuronal synapse is enhanced. LTP is a basic neuronal phenomenon of the learning process in brain. In 2005 we analyzed electroencephalogram (EEG) measured at 8 positions while Japanese subjects were learning English rhythm using a teaching material modified from Jazz chants, and found that the increase of theta power at frontal area was the highest in 8 positions and higher than those of alpha and beta rhythms. Moreover, the Japanese subjects orally reproduced every English rhythm in the teaching material correctly when theta rhythm at frontal area (Fm theta) increased the highest. These findings suggest that Fm theta might be involved in leaning as theta rhythm does in LTP. In the present paper we analyzed EEG while three Japanese right-handers learned 20 English words in a month. They scored the highest in the vocabulary test when their theta power increased the highest. The changing patterns in theta power of the subjects were similar to those in English rhythm acquisition experiment. Therefore, the results obtained in the present study suggest that the increase of Fm theta may facilitate the L2’s vocabulary learning process as English rhythm acquisition process. In addition, the results both in English rhythm acquisition and English vocabulary learning indicate us that Fm theta is one of keys to detect learners’ brain activities for their optimal learning condition. To realize educational system assisted by computer controlled device, which can be called ‘instructional robot’, we are now developing a model with ability to detect Fm theta during the learner’s learning period. When the robot detects the decrease in power of Fm theta of a learner, then it changes the teaching material according to the learner’s level or stage of learning. These robots may be useful for not only language learning but also learning all subjects, and helpful for distant learning, e-learning, self-learning, and early child education. Keywords: EEG, Fm theta, learning, neurological technique, instructional robot, optimal learning condition
E-lexicography Competency in Life-long Learning in Russia, Byelorussia, Czech Republic and China
Ludmila Devel (Saint-Petersburg State University) The paper presents the results of the multinational project on e-dictionary usage. It was carried out with more than four hundred university freshmen e-dictionary users from four countries: Russia, Byelorussia, Czech Republic and China. Around 90% of students from these countries have English-native language dictionaries. The survey shows that the Chinese respondents use e-dictionaries most of all. Chinese students have e-dictionaries along with paperback dictionaries but prefer to use e-dictionaries more often. Byelorussian and Russian students use paperback dictionaries in most cases. Students from Czech Republic prefer PC/CD based dictionaries more than paperback or e-dictionaries, though most of them have all three types: paperback, electronic and PC/CD dictionaries. All four groups show that they still mostly need paperback dictionaries. The presentation gives further description of the results of the survey. Bilingual English-native language dictionaries can be viewed upon as a tool of decoding the surrounding world for an interdependent learner or a foreign language textbook in the life-long learning process. New mobile technologies offer “revolutionary” opportunities for language teaching and learning (Tammelin 2006). Currently the growing quantities of people prefer to use e-dictionaries (Devel 2006). E-lexicography competency develops students background in terms of proper e-dictionary selection and usage. The project helps to understand student readiness to use reference resources in multimedia form, when teaching and learning languages through technology. The received results can also helps to design efficient virtual and real self-access centers/ workbenches. Generally speaking the results received can help properly integrate CALL into curricula. One of the outcomes of the given survey on e-dictionary usage is the identification of the degree of normalization of CALL under conditions of life-long learning in the four countries. e-lexicography competency life-long learning self-access workbench
E-lexicography Competency of Freshmen from Russia, Byelorussia,Czech Republic and China
Ludmila Devel (Saint-Petersburg State University) The development of learner background in terms of proper e-dictionary selection and usage can be viewed as the development of new e-lexicography competency. It is vital today to consider this point as currently the growing quantities of people prefer to use e-dictionaries (Devel 2006). Bilingual English-native language dictionaries is actually a tool for decoding the surrounding world for a EFL learner, a foreign language textbook in the life-long learning process The paper presents the results of the multinational project on bilingual English-native language e-dictionary usage survey. It was carried out with more than four hundred university freshmen e-dictionary users from four countries: Russia, Byelorussia, Czech Republic and China. Chinese students have e-dictionaries along with paperback dictionaries but prefer to use e-dictionaries more often. Byelorussian and Russian students use paperback dictionaries in most cases. Students from Czech Republic prefer PC/CD based dictionaries, though most of them have all three types: paperback, electronic and PC/CD dictionaries. All four groups show that they need paperback dictionaries. The presentation gives further description of the survey. The project results help to identify what e-lexicography competence is like in the present times. The survey results give the idea of learner readiness to use independently reference resources through technology. The received information can also help to design efficient virtual and real self-access centers/ workbenches for life-long learning. e-lexicography competency self-access workbench life-long learning