Second Life

People don't have second life, but you can have your second life here. It is a wonderful website for communication with strangers around the world in a virtual environment. And it is a very good website to learn English and I think it can be used to teach History, Geography and Visual Arts for secondary school students.

Reading Summary: Computer Assisted Language Learning: an Introduction

By Mark Warschauer

This paper briefly introduces the three phases of computer-assisted language learning (CALL) programs.
1. Behavioristic CALL: (1960s and '70s)
Programs developed in this phase were based on the behaviorist theories of
learning, emphasizing on repetitive language drills, the so-called "drill and
practice".
2. Communicative CALL:(1970s and 80s)
Basing on the communicative approach to teaching, the CALL courseware and
activities in this stage were emphasized on authentic communication. Functions
of programs in this phase were (1) computer as tutor which involved student’s
choice, control, and interaction in the drill and practice activities;
(2) computer as stimulus which stimulates students' discussion, writing, or
critical thinking; (3) computer as tool which empowers learners to use the
language, say, word processing.
3. Integrative CALL: (90s onwards)
Basing on the multimedia computers and the Internet development, this phase
CALL programs are emphasized on multimedia and hypermedia. Multimedia computers,
CD-ROMs, and the Internet allow a variety of media, say, text, graphics, sound,
animation, and video to be accessed on a single machine. And hypermedia
intensifies the situation by linking the multimedia courseware in the world
together.

Self reflection:
Many students and I like using integrative call courseware than the other two to learn since it provides audio-visual and interactive activities and games. It seems more interesting to learn in this way.
Nowadays, people can go everywhere, access different information and connect to different people without leaving home by using Internet. It is great that people can easily enrich their knowledge and broaden their horizons with less effort than before by using Internet. It seems that students can learn more and should have better academic results. But, is it really the case?

Readig summary: Learner Autonomy and Tandem Learning: Putting Principles into Practice in Synchronous and Asynchronous Telecommunications Environments

By Klaus Schwienhorst

This article talks about learner autonomy in second language acquisition in synchronous and asynchronous telecommunications environments.

In order to create such learner autonomy media, the writer focused on three theoretical concepts and models.
First, individual–cognitive perspective, based on Kelly’s theory of personal constructs, learners can constantly improve their existing construct system through processes of reflection which in language learning links to linguistic and metalinguistic awareness.
Second, social–interactive perspective, based on Vygotsky’s zone of proximal development, interpersonal interaction and collaboration can encourage intrapersonal dialogue with corrective feedback which can increase consciousness. Written feedback can generate greater language and linguistic awareness with comprehensive input and output.
Third experimental-participatory which means learners control over their learning process, supported by a rich learning environment, peers and teachers.

According to writer, medium of writing is a vital role for developing reflective, interactive and experimental processes.

In implementing the above principles, the writer raised the Tandem exchanges examples. That is both L1 and L2 learners form a tandem pair and then they negotiate, and exchange ideas to work out their projects by emails (asynchronous communication), chat system or the Moo (Synchronous Communication).

However, the writer raised some problems on the project, and he argued that to be successfully implemented the Tandem projects, teachers’ role in planning, monitoring evaluation and giving feedback is important. Learners better to involve in designing learning environments, tasks and selecting partners. In addition, task – based work should have clear goal and it is better be part of the integral course which can be worked both online and offline, and it needs to be submitted to their teachers.

Self reflection:
It is very surprising to learn the Tandem exchange scheme. I think it would be easier for teacher to find L1 partners for their students through this agency. But just not quite sure whether the Electronic Tandem Resources at Trinity College Dublin are freely to join and how to go the Moo. Actually, after reading the article, I am still not quite sure the meaning of CMC.

Reading summary: Technology in testing : the present and the future

By J Charles Alderson

The writer examined the existing situation on using of IT including CD ROM, Intranet, and Internet in language testing. He talked about the disadvantages of computer-based testing (CBTs) which are as follows:
i) Limited in item types like multiple-choice, cloze and gap-filling only
because of machine scoring.
ii) Limited in testing receptive skills of reading and listening. Productive skills
of speaking and writing can barely be assessed in meaningful way right now.
iii)Test takers with computer illiteracy may suffer from CBTs performance.

The writer also mentioned the technical and pedagogical advantages of computer-based testing which either using the format of diskette, CD ROM or internet.
A. Technical advantages of CBTs:
i) CBTs are more flexible since the delivery date and locations are not limited
ii) Save manpower as no group administration is required because of machine scoring
iii)Save time from travelling, collecting paper and marking
iv) CBTS through internet, results can be available immediately after the test
v) Allow test developers to construct tailor-made tests by templates
vi) Some software like Authorware can easily be used to facilitate test development
vii)Internet can be used for item authoring and reviewing

B. Pedagogic advantages of CBTs:
i) Computer-adaptive testing is more and secure and efficient since it only
presents items that are close to the ability of the user.
ii) CBTs are more user-friendly, it can encourage the integration of testing
directly into teaching and learning and diagnosis by giving user immediate
feedback.
iii)And on-line help, clue, dictionary and multiple-attempt features are available
during test.

The writer also raised 4 examples using CBTs:
i) TOEFL which allows users to see an estimated test result immediately after taking
the test and decide whether to report that result or re-do the test and report
the improved result to the potential receiving institutions.
ii) DIALANG incorporates self-assessment as an integral part of diagnosis and its
immediate feedback not only on score but also on the written benchmarks.
iii)E-rater is also introduced in operation on GMAT essays marking.
iv) PhonePass is used in assessing English L2/ EFL learners’ speaking ability.

Self reflection:
Though I haven’t tried any formal proficiency, placement or diagnostic online testing, it sounds quite efficient, convenience and user friendly; I doubt the reliability of E-rater essay marking.

Reading summary: Can learners use concordance feedback for writing errors?

By Delian Gaskell, Thomas Cobb

In this article, the writer wanted to find out whether L2 learners in different levels learn from concordances. He first pointed out that existing concordances were mainly focused on word learning and concordance-based grammar tutoring was less developed. However, he introduced a concordance website which can expose L2 learners to a vast number of well organized examples that highlighted the targeted patterns, then get learners to attend the examples and give systematic feedback.

By using the websites, the writer conducted a research on 20 university Chinese EFL learners who were in lower to intermediate level in L2 learning, in order to find out whether L2 learners were capable of using concordances to correct their language errors and whether concordance activity are useful to reduce language errors in free production.

The findings showed positive attitudes towards using concordances and their overall errors were improved but some specific errors like subject-verb agreement and articles were increased.

The writer concluded that to correct grammar, lower level learners are willing to use concordances and they have the ability to make corrections according to the concordances.

In addition, precast links are considered to be a useful training system to guide learners to independent concordance.

Self reflection:
Using Concordances on vocabulary and grammar corrections for students’ writing sounds very good news for language teachers as it seems on the one hand can save lots of teachers' marking time and on the other hand students can benefit in language learning. I frequently use the spelling and grammar check function in Microsoft word and I found it is very helpful to minimize mistakes.

I am very interested in the Microsoft Word’s Comment function which mentioned in the article and I had never used it. Can anybody teach me how to use it?

In order to get corrective feedback, this concordance website (http://www.lextutor.ca) may be very helpful for language learners.

Reading summary: An Integrated Framework for CALL Courseware Evaluation

By Philip Hubbard

Which one is better?

The writer mainly suggested 2 frameworks for call courseware evaluation.
1. Using Hubbard’s framework approach to evaluate courseware, the framework consists of 4 principles which include linking to general framework for language teaching methodology; designing to accommodate a wide range of possible methods, teachers, learners and syllabus goals; linking in form and terminology to frameworks and expressing the multiple dependencies among the different components.

2. Referring to Richards and Rodgers’ teaching /learning process: Language teaching methods should go through three organizational levels which include approach, design, and procedure. In addition it should embody teacher, technique and materials.

i) Operational description or Procedure
Evaluate whether the courseware consists of central and peripheral parts. The central part is the software which would better driven by different activities (vocabulary, grammar …) with various activity type (game, quiz, text reconstruction…) and different presentation schemes (multiple choice questions, picture and word matching…). In addition, the evaluator should pay attention on the screen layout (print size, spacing, presents and quality of animation…), timing (monitoring time on a task, the rate at which information appears on the screen…), and the control (say, can learners choose a particular activity, produce their own materials…), help options, input judging and feedback (correct/incorrect response, done with words…)

ii) Design
Evaluate whether the courseware considered the target users, their variables, the syllabus and the environment.
iii) Teaching approach should be teacher fit and learner fit.
Teacher fit means evaluating courseware with linguistic theories and language teaching/ learning theories. The writer said that computer is only a delivery system for language input. The writer suggested referring to the two types of Richards and Rodgers’ language learning assumptions: Considerate the learner’s age, motivation, first language interference and the influence of environment; as well as Hubbard’s evaluation criteria for explicit learning: Give meaningful, contextualized coherent discourse, provide hints to lead student to make correct answers, accepts appropriate alternative correct answers, offers the option of explanations for correct answers and incorrect answers. Other considerations include sequencing, the treatment of learner differences, the role of culture, the nature of memory etc.

The writer also suggested evaluators to make predictions on courseware’s effectiveness and efficiency, say, can students learn or practice some area of the target language, and are they willing to spend enough time using the software and budget should be considered as well.

Self reflection:
Courseware evaluation seems like buying clothes. There are great variety of choices, consumer should choose according to their financial situations,personal preference, their needs as well as the price and quality of the goods.

Reading summary: Theory – Driven Call and the development process

By Mike Levy

A woman knitting a scarf in Yuennam. Could this be a theory driven act?

The writer pointed out that Call course ware development was well-grounded by theoretical motivation. Those common theories include psychology, linguistic, second language acquisition, and specific language problems. For instance, Hubbard’s methodological framework was driven by linguistic theories of second language learning. Mutterer et al’s integrated framework was focused on theories from instructional design, language teaching, language learning and knowledge of the applicability of the technology. Kanji Card paid attention on using a specific language problem.

The writer further examined the development process of instructional design which is a systematic approach with a series of steps that, though, may vary in number and sequence, their generic model includes three stages: the analysis phase, the development phase and the evaluation phase.

Thus the Call development processes are systematic with identical discrete elements. However, the elements are different from hierarchical and linear to non-hierarchical and circular.

As not all CALL begins at the theoretical level, CALL authors should try to merge their theory, pedagogy and methodology with technology. According to the writer, in formulating the model, “fit” between the computer’s capabilities and the demands of language pedagogy is most valuable. A model of language learning would better integrate with a computer-aided learning methodology. Integrated theoretical framework should combine with knowledge of how the technology is most effectively applied.

Self reflection:
When surfing a CALL website, I haven’t thought of any theory behind its construction. This article gives me some insights in designing our web pages.