Apr 9 2007
Easter is Over..and Assignment Ideas are Looming….
Well I am up to date with recent research work, although I can’t say that I am impressed with the recent articles I have been reading. The following review of ‘Researching Language Learning Processes in Open CALL Settings for Advanced Learners’ by Leahy is a little generic and as usual with CALL research seems to focus solely on the advanced language learners. Where are all the articles that focus on the majority of language learners who are not just tweaking their language acquisition but are beginners or intermediate.All the wonderful and innovative educational pedagogies might then be much more difficult to apply, e.g. authentic tasks, concordancing etc etc.
I am meeting with the MFL Department next week, to discuss my ideas for a research project that will improve the language acquisition probably involving KS3, and maybe Year 10 pupils. These are students that will more often than not show no motivation to learn a 3rd language, they already speak Arabic and English fluently. And beyond that are at a level in which role play tasks and open learning might be much more difficult to aim for.
The idea of a closed social network is still on top on my agenda as an idea to use, between a variety of classes within the MFL department. The rules could be that French is used for all public contact, and English can be used for private messages to each other? Hmm…will continue to play with Ning and see if it can fulfill a great deal of the shopping list of tools that will be needed. Hopefully the pupils will be able to podcast, along with teachers elements that can be used as tools. Also the embedding of YouTube and Google Videos can enable authentic discussions using French. All seems a great idea at the moment – we shall see.
Below is my recent rather frosty review:-
Summary
The article looks at how using role play mediated through CMC discussion could assist in the acquisition of language, including use of the Internet for research.
What does this paper say about online learning for language acquisition …:–
• The author begins with an overview of CALL – discussing its initial ‘behaviourist’ style before the internet allowed for unlimited primary language material. CALL research has unfortunately focused on ‘comparative studies’ to assess success which leads to inaccurate conclusions.
• The author suggests Chapelle’s six CALL outcomes as important:-
i. Language Learning Potential – Chapelle considers most important
ii. Learner Fitness
iii. Meaning and Focus
iv. Authenticity – author suggests as important for advanced learners
v. Positive Impact
vi. Practicality
• The students looked at were BA European Business Students – 4th year of study, who have to solve a marketing problem collaboratively – with each student taking on a different role within group, and all communication is via email.
• Language Skills the author suggests are used include: – surface reading, process information, summarise and modify, produce questions, discuss questions with peers, oral presentation and critical appraisal….
• Research method discussed internet logging software not used due to ethical reasons and so only email, websites consulted, transcripts of oral discussions, and final presentations were looked at. This approach acknowledged to inaccurate due to many reasons –and so caution would be needed with results analysis.
• Findings were placed into 4 sections:-
i. Questions to be answered – Most set questions answered from Internet, some recognised that Internet would not be able to answer all – and through email discussion. Other information due to ‘process orientated nature’ was found – author suggests that all students therefore ‘acquired content’.
ii. Solving Grammatical problems – Transcripts showed peer tutoring / and collaborative solving of problems
iii. Information Flow – It must be noted that ‘the computer screen is an integral part of the oral communication between the student and fills the gaps which are left by the utterances recorded on tape.’ Noted that a great deal of conversation featured incomplete sentences, which may have a detrimental effect –but often meaning and sentences are negotiated along with the computer screen. Email discussion was more formal though.
iv. Non-Linear Composition of Text – Presentation was developed in a non linear form, but then presented as asked in a particular order.
• Students suggested they enjoyed the electronic role play – with the project allowing for more opportunities to speak and write – than in a traditional classroom with teacher as central role.
• Author concludes that electronic role plays:-
i. Help language content acquisition
ii. Computer screen – is a full part of communication when dealing with oral transcripts
iii. It can allow students to collaboratively solve grammar problems
iv. It does due to its authenticity allow students to focus on language forms
What are the Implications ….:–
• For advanced level language students the use of the internet to research and email to communicate seems an obvious choice and one that will work well in language acquisition if planned well – however would this translate down to lower level students or even beginners – this for me is a very much more interesting question and problem?
Personal Thoughts
• Focusing on Chapelle’s six points should have been a good way to anchor the research into a certain theoretical base. It is unfortunate that this is however not linked as well as it could be throughout the article.
• The open problem solving task was a sensible idea with advanced students who were able to realise learning objectives outside the criteria the tutor had set. Also I believe the use of an authentic task – a problem they might have to solve in marketing would be a motivational tool – but again is it more difficult to try such a task with a lower level language student. For example my level of Spanish would inhibit any such task and lead to frustration – and so such tasks would have to be scaffolded carefully….
• Interesting the author picks up on the use of incomplete sentences – although is this surely as important as complete formal sentences in language learning? Especially when considering informal conversation…
Strengths/Weaknesses of article/ Do the arguments resonate with my experiences?
• Although the author suggests this is part of a larger study, the focus on such a small group seems worrying and leads to the conclusion being very general.
• Strength is that this is obviously just the beginning of the research work and the authors’ suggestion of comparing different groups and what language they acquired would hopefully lead to more concrete analysis and conclusions.
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