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R. P. Donaldson and M.A. Haggstrom Ed’s (2006) “Changing Language Education through CALL” Routledge NY USA

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Introduction

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R. P. Donaldson & M.A. Haggstrom Ed’s (2006) “Changing Language Education through CALL” Routledge NY USA

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“In the twenty-first century, technological resources to support language instruction are within the the reach of the majority of educational instruction at every level.” P2 R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“Many might feel that there has already been change enough in the last two decades or more. Certainly the computer has brought significant and sweeping changes to almost every aspect of people’s lives, including education” P8 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“We need to change our attitudes towards the process of education. Not that we aren’t open-minded and willing to change” P9 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“Some have even dared to hope that CALL might compensate for thr inadequacy of the typical fitty-minute time frame for a classroom lesson by extending both instructional and learning activities beyond the normal class period." P9 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“Far from being rendered obsolete by the computer the teacher remains a vital and critical element of the learning process.” P9 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“Despite the improbability of the idea that technology will in some fashion devalue the role of the teacher in the educational process, there are still those who harbour fear that it will do so, resulting in a large measure of scepticism towards the use of the computer in instruction” P10 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“Some of the difficulty in any attempt to clear away apprehension lies in the fact that the role of the teacher does indeed change when technology becomes part of the classroom equation” P10 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“With appropriate software and hardware, (in today’s world a modest computer and an internet connection) even beginning students can be exposed to authentic natural language” R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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Today in the Web 2.0 environment, Language Online is instant and synchronous, unlike email which asynchronous. “All interactions and descriptions are conducted and created in text (Voice and video) in real time” P13 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“Jack Burston argues that CALL can only be meaningfully asseded in relation to an entire forgine-language curriculum” and not in isolation. P13 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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Ch.1

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Mike Levy (2006) “Effective Use of CALL Technologies: Finding the right Balance” in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) “Changing Language Education through CALL” Routledge NY USA

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“Synchronous communication, particularly online chat, like face to face interaction, is governed by the pressures of processing language in real-time.” Mike Levy (2006) P17 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) 

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Asynchronous communication allows students time to think. Both have their advantages to Language learning Synchronous real time communication by its nature is more fluency dependant. Whereas asynchronous communication e.g. email, bulletin boards, forums and the like afford students time to think write and rewrite focussing on accuracy. Social networking sites like Facebook offer a mix of synchronous and asynchronous communication including, text, audio and video chat as well as posted comments, video and audio.

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Synchronous communication suffers from what Levy calls “the real time problem” i.e. No time to think. Mike Levy (2006) P19 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)Asynchronous communication affords the learner more time to think, however it is not the same as face to face conversation. “The real time problem in CALL has not yet been explored extensively, although one might expect synchronous CMC would have more in common with face to face communication” Levy (2006) P19 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006

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“It would be perhaps not surprising if synchronous CMC environments showed a general preference for a focus on meaning rather than form” Mike Levy (2006) P19 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“If the goal of the task is to promote a focus on meaning and fluency one would choose a CMC technology which is compatible with that focus, most likely a synchronous technology. Alternatively if the goal of the task were a focus on form either in terms of accuracy or complexity, an instructor would want to choose an asynchronous CMC technology, or to instigate a post-synchronous CMC activity which focuses on form.” Mike Levy (2006) P19 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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As Web 2.0 offers both synchronous and asynchronous communication both these goals can now be achieved within a sign online environment.

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“Instructors need to be aware of the ways in which learners use communications technologies in their everyday life and structure their use of those technologies for pedagogical purposes accordingly.” Mike Levy (2006) P23 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“Research can be misleading for researchers to simply take learner logs at face value: the fact that a learner has responded to a prompt or question from a native speaker does not necessarily mean that the learner understood what was said” Mike Levy (2006) P25 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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Ch 2

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A Kazeroni (2006) “Have we left the teacher out of the equation? Strengthening the link between teacher cognition and task design in CALL” in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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“It quickly became apparent that the only technology which teachers used without apprehension and which they had fully integrated into their task-design routine was the photocopying machine” A Kazeroni (2006) P37 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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Ch 3

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S Bancheri (2006) “A Language Teacher’s perspective on effective Courseware” in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“The mere availability of technology like the internet does not automatically translate into enhanced learning experiences, particularly when student and teacher training are lacking” S Bancheri (2006) P44 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“The reward potential of technology hinges on its efficacious use, which can take place only if both instructor and the student have control over the medium. The training in itself should incorporate two fundamental stages 1) the preparation of teachers in effectively evaluating language technologies; software, courseware and language learning websites and 2) The training of teachers to become users of such technologies and to be actively involved in their creation or modification” S Bancheri (2006) P45 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“Teachers will not be able to fulfil their new role and guide students if they are uncomfortable with new technologies and unable to evaluate them properly” S Bancheri (2006) P46 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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“Teachers need to understand that there is little difference between evaluating technological resources and evaluating traditional resources given that the pedagogical principles are the same.” S Bancheri (2006) P46 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006)

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Ch 4

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R Godwin-Jones and K Murphy-Judy (2006) “Seven-by-Seven: Effective CALL for troubled times” in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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“Technology tools only work if they are easy for both teachers and students to use” R Godwin-Jones and K Murphy-Judy (2006) P74 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) The truth is Web 2.0 is very easy anyone to use if more people realised this there would be less resistance to its use in the ELT curriculum.

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Ch 5

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J Frommer (2006) “Wired for sound: Teaching listening via Computers and the World Wide Web” in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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“The web expands the basic advantages of the computer dramatically making it possible to give students the exposure to authentic language which is essential for the acquisition of native-like listening ability, either thorough access to materials or electronic contact with actual native speakers. Moreover, the multimedia capabilities of the web facilitate the creation and implementation of listening comprehension activities” J Frommer (2006) P88 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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“The great advantage of the web for any purpose, but especially for listening comprehension, is ease of use which comes from the ability to have everything on the same page, without having to install complicated software.” J Frommer (2006) P88 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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“With regards to computers now all users have to do is click and that fact that the web allows for use of low cost hardware,” J Frommer (2006) P88 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA considering that most online services are free, it is hard to fathom how EFL service providers still quote cost as a barrier to implementation.

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“In the late 1980’s and the 1990’s as technology improved and became more ubiquitous, language teachers started taking advantage of audio-visual documents for native speakers speaking naturally without adapting speed or lexicon for the NNS. The complexity of this newer type of material made it difficult to implement to its full pedagogical potential at beginning and intermediate levels. Today the computer, with its capacity to control delivery of input and to provide aid, has solved this problem” J Frommer (2006) P92 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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Web 2.0 “makes it possible to engage in synchronous oral/aural exchanges over the internet, meaning that virtual conversations can be replaced by real communication” J Frommer (2006) P92 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA e.g Skype, SMS, Facebook etc

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Web 2.0 offers “the possibility of live communication via webcams, text chat, email, forums, video calling and the like, this means that anyone, anywhere, can have the same contact with natural authentic language as residents of a country in which the FL is spoken on a daily basis. There is no doubt that this is something that could not have been done before the advent of technology, suggesting, if not proving, that language learning is done more effectively with computers than without” J Frommer (2006) P103 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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Ch 6

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S. Levet and S. Waryn (2006) “Using the Web to Develop Students’ In-Depth Understanding of foreign cultural attitudes and values.” in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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“The Characteristics of the web make it a powerful tool in the language classroom. They are, namely: the availability of authentic material; its multimedia capabilities, its hypermedia structure and its communication ability” S. Levet and S. Waryn (2006) P109 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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“The Web gives access to what seems to be an infinite source of information; teachers and students alike can browse through a wide variety of websites in the target language meant for users in the target culture” S. Levet and S. Waryn (2006) P109 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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“What sets The Web apart is its communicative capabilities: through networking, teachers and students can engage in synchronous and asynchronous communication” S. Levet and S. Waryn (2006) P109 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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“We need to dismiss the myth that the medium of the computer, in itself and for itself could affect wondrous learning Dunkel (1991) P6 and eschew the practice of attempting to attribute learning gains to the medium itself rather than the way in which the medium is utilized and manipulated. Simply using the web will not magically enable us to meet our curricular goals.” S. Levet and S. Waryn (2006) P109 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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Ch 8

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N.A. Chenoweth, C. M Jones and G R Tucker (2006) “Language Online: Principles of Design and Methods of Assessment” in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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“A number of researchers are now affirming that the use of chat can supply significant communicative opportunities for Second language learners:- Blake 2000 or Toyoda and Harrison 2002, with particular emphasis on negotiated meaning which is being recognised as a critical component of learner practice” N.A. Chenoweth, C. M Jones and G R Tucker (2006) P162 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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Ch 10

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C Haynes (2006) “Learning by Heart: Memory, MOOs and Morphology” in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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“Until we embrace the scope of possibilities for understanding (offered by Web 2.0) we may nebr understand the practical, technological or pedagogical nexus into which we send our students” C Haynes (2006) P213 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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Web 2.0 “is no utopia, nor do I advocate such definitions.... However it is a mirror of the real world, where real life communication takes place both asynchronously and synchronously. Therefore we can (advocate the Social Web) as an optimal environment for language learning by looking at how it measures up to the ten “Methodological principles” in the design of psycho-linguistically optimal L2 learning environments” C Haynes (2006) P213 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA

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“Actually doing a task, or initially a simple version thereof, is more relevant, comprehensible and memorable than reading about someone else doing it......The basic idea is that the learner on his or her own can gain experience in a simulated environment under conditions of reduced stress and without real consequences to their actions” C Haynes (2006) P215 in R. P. Donaldson & M.A. Haggstrom Ed’s (2006) Routledge NY USA