Jump to content

User:DylanPE/Computer Assisted Language Learning

From Wikipedia, the free encyclopedia
< User:DylanPE
This is an old revision of this page, as edited by AlexGiesting (talk | contribs) at 00:11, 2 March 2021 (copied working section "Internet" from "Computer-assisted language learning", version id 1001993553). The present address (URL) is a permanent link to this revision, which may differ significantly from the current revision.

Notes on current article

  • lacks recent references (past decade)
  • outdated/unnecessary technological details (could be relegated to a 'History' section?)
  • many references are given without explaining anything in them (could be separated into 'Further Reading', an annotated bibliography?)

Planned changes

  • add information about modern (e.g. web/mobile app) technologies, affordances/constraints
  • add some context/information on (more recent) intersection with SLA, learning outcomes
    • maybe something about implicit versus explicit learning and outcomes?
  • maybe something about corpora/concordancers? (e.g. Linguee)
  • maybe something about problems related to CALL
  • Link to Mobile assisted language learning

Drafting

Sections to add/edit:

  • Dylan - Problems/Criticism and Effects of CALL
  • Meredith - Mobile-assisted Language Learning. Link to other article
  • Alex - Web 2.0 Technologies, CMC

Revision/addition to "CALL: Internet"

The emergence of the World Wide Web (now known simply as "the Web") in the early 1990s marked a significant change in the use of communications technology for all computer users. Email and other forms of electronic communication had been in existence for many years, but the launch of Mosaic, the first graphical Web browser, in 1993 brought about a radical change in the ways in which we communicate electronically. The launch of the Web in the public arena immediately began to attract the attention of language teachers. Many language teachers were already familiar with the concept of hypertext on stand-alone computers, which made it possible to set up non-sequential structured reading activities for language learners in which they could point to items of text or images on a page displayed on the computer screen and branch to any other pages, e.g. in a so-called "stack" as implemented in the HyperCard program on Apple Mac computers. The Web took this one stage further by creating a worldwide hypertext system that enabled the user to branch to different pages on computers anywhere in the world simply by pointing and clicking at a piece of text or an image. This opened up access to thousands of authentic foreign-language websites to teachers and students that could be used in a variety of ways. A problem that arose, however, was that this could lead to a good deal of time-wasting if Web browsing was used in an unstructured way (Davies 1997: pp. 42–43),[1] and language teachers responded by developing more structured activities and online exercises (Leloup & Ponterio 2003).[2] Davies (2010) lists over 500 websites, where links to online exercises can be found, along with links to online dictionaries and encyclopaedias, concordancers, translation aids and other miscellaneous resources of interest to the language teacher and learner.[3]

The launch of the (free) Hot Potatoes (Holmes & Arneil) authoring tool, which was first demonstrated publicly at the EUROCALL 1998 conference, made it possible for language teachers to create their own online interactive exercises. Other useful tools are produced by the same authors.[4]

In its early days the Web could not compete seriously with multimedia CALL on CD-ROM and DVD. Sound and video quality was often poor, and interaction was slow. But now the Web has caught up. Sound and video are of high quality and interaction has improved tremendously, although this does depend on sufficient bandwidth being available, which is not always the case, especially in remote rural areas and developing countries. One area in which CD-ROMs and DVDs are still superior is in the presentation of listen/respond/playback activities, although such activities on the Web are continually improving.

Since the early 2000s there has been a boom in the development of so-called Web 2.0 applications. Contrary to popular opinion, Web 2.0 is not a new version of the Web, rather it implies a shift in emphasis from Web browsing, which is essentially a one-way process (from the Web to the end-user), to making use of Web applications in the same way as one uses applications on a desktop computer. It also implies more interaction and sharing. Walker, Davies & Hewer (2011: Section 2.1)[5] list the following examples of Web 2.0 applications that language teachers are using:

There is no doubt that the Web has proved to be a main focus for language teachers, who are making increasingly imaginative use of its wide range of facilities: see Dudeney (2007)[7] and Thomas (2008).[8] Above all, the use of Web 2.0 tools calls for a careful reexamination of the role of the teacher in the classroom (Richardson 2006).[9]

Possible resources

Reinders, H. & Stockwell, G. (2017). Computer-assisted second language acquisition. [1]

A more up to date overview, written for a handbook for L2 pedagogy.


Parmaxi, A. & Zaphiris, P. (2016). Web 2.0 in Computer-Assisted Language Learning. [2]

Recent-ish summary of some of the newer web technologies. Maybe not recent enough.


Bibauwa, S., François, T., & Desmet, P. (2019). Research synthesis and conceptual framework of dialogue-based CALL. [3]

Review of research on the subfield of `dialogue-based CALL'...

Mobile-assisted language learning (cf. MALL)

Kukulska-Hulme, A. (2018). Mobile-assisted language learning. [4]


Loewen, S. & al. (2019). Mobile-assisted language learning: A Duolingo case study. [5]


Gonulal, T. (2019). The Use of Instagram as a Mobile-Assisted Language Learning Tool. [6]

A useful database for articles: https://eric.ed.gov/

A general handbook: The Handbook of Technology and Second Language Teaching and Learning

EUROCALL short papers: https://eric.ed.gov/?q=eurocall+short+papers

Citations

  1. ^ Cite error: The named reference davieslessons was invoked but never defined (see the help page).
  2. ^ LeLoup J. & Ponterio R. (2003) "Interactive and multimedia techniques in online language lessons: a sampler", Language Learning & Technology 7, 3 [Online]: http://llt.msu.edu/vol7num3/net/default.html
  3. ^ Davies G. (2010) Graham Davies's Favourite Websites
  4. ^ Holmes M. & Arneil S. Hot Potatoes, University of Victoria, Canada. Downloadable from: http://hotpot.uvic.ca: A library of Clipart for use with Hot Potatoes and other authoring tools is also available at the University of Victoria site: http://hcmc.uvic.ca/clipart/
  5. ^ Walker R., Davies G. & Hewer S. (2011) Introduction to the Internet. Module 1.5 in Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]: http://www.ict4lt.org/en/en_mod1-5.htm
  6. ^ http://www.esp-world.info/Articles_26/push%20button%20publishing%20ward%202004.pdf
  7. ^ Dudeney G. (2007) The Internet and the language classroom, Second Edition, Cambridge: Cambridge University Press.
  8. ^ Thomas M. (2008) Handbook of research on Web 2.0 and second language learning, Hershey, Pennsylvania, USA: IGI Global.
  9. ^ Richardson W. (2006) Blogs, Wikis, Podcasts and the Powerful Web Tools for Classrooms. Thousand Oaks: Corwin Press.
Retrieved from "https://en.wikipedia.org/w/index.php?title=User:DylanPE/Computer_Assisted_Language_Learning&oldid=1009720452"