Reassessing the Role of Tutorial CALL TESOL 2002

1. Reassessing the Role of Tutorial CALL TESOL 2002 Claire Bradin Siskin University of Pittsburgh Philip Hubbard Stanford University

2. Web page for this session: • http://edvista.com/claire/tutorial/ • (will include PowerPoint slide show)

3. Overview: • I. The problem • II. Myths about tutorial CALL • III. Why has it been marginalized? • IV. The tutor-tool dichotomy • V. Roles for tutorial CALL • VI. Roles for teachers • VII. Conclusion

4. Overview: • I. The problem • II. Myths about tutorial CALL • III. Why has it been marginalized? • IV. The tutor-tool dichotomy • V. Roles for tutorial CALL • VI. Roles for teachers • VII. Conclusion

5. The problem • Tutor vs. tool • Old CALL: disk-based tutorial programs

6. Old CALL Tutorial CALL Tool CALL

7. The problem • Tutor vs. tool • Old CALL: disk-based tutorial programs • New CALL: computer for production, information, and interaction (CMC)

8. New CALL Tool CALL Tutorial CALL

9. The problem • Tutor vs. tool • Old CALL: disk-based tutorial programs • New CALL: computer for production, information, and interaction (CMC) • Need to revisit tutorial CALL • Clarify what it is and isn’t • Highlight roles for teachers

10. Future CALL? Tool CALL Tutorial CALL

11. Overview: • I. Tutor vs. tool • II. Myths about tutorial CALL • III. Why has it been marginalized? • IV. The tutor-tool dichotomy • V. Roles for tutorial CALL • VI. Roles for teachers • VII. Conclusion

12. Myth: • “Tutorial CALL software just works with grammar and vocabulary.”

13. Myth: • “Tutorial CALL software is behaviorist.”

14. Myth: • “Tutorial CALL software is all drill and practice.”

15. Myth: • “All tutorial CALL software is boring.”

16. Myth: “Tutorial CALL is a ‘transmission model’ in which the learner is passive.”

17. Myth: “In tutorial CALL, the learners have no control.”

18. Myth: “on a disk or CD” = “tutorial” “on the Internet” = not tutorial”

19. http://www.esl-lab.com/

20. Myth: “Tutorial CALL isn’t useful because it isn’t communicative.”

21. Myth: “Language teachers must force students to do tutorial CALL activities.” Levy (1997); Meskill (1999)

22. Myth: “In tutorial CALL, the teacher is absent/has no role.”

23. Overview: • I. Tutor vs. tool • II. Myths about tutorial CALL • III. Why has it been marginalized? • IV. The tutor-tool dichotomy • V. Roles for tutorial CALL • VI. Roles for teachers • VII. Conclusion

24. Why has it been marginalized? • It didn’t live up to expectations • It appears inconsistent with some contemporary learning theories • It is dominated by commercial interests • It isn’t new • Teacher’s role seems limited

25. Overview: • I. Tutor vs. tool • II. Myths about tutorial CALL • III. Why has it been marginalized? • IV. The tutor-tool dichotomy • V. Roles for tutorial CALL • VI. Roles for teachers • VII. Conclusion

26. The "tutor vs. tool” dichotomy • Computer as tutor: tutorial CALL • Computer as tool: word processing email presentation software Web spreadsheets MOOs concordancers chat Taylor (1980), Kenning & Kenning (1983),Levy (1995 & 1997) etc.

27. The "tutor vs. tool” dichotomy has been over-simplified and may be misleading.

28. Seeing “tutor and “tool” as mutually exclusive categories does not accurately reflect the reality of how CALL software is used.

29. Levy (1995): • Tutorial CALL: • computer controls the learning • instructor has no role • computer evaluates • Computer-as-tool: • instructor has central role • greater demands on the instructor • computer does not evaluate

30. These distinctions may be artificial. • Tutorial CALL: • Learners may in fact have a high degree of control. Options: sequence glosses hints search functions help screens mode of operation

31. Tutorial CALL: • Instructors may be involved to a high degree.

32. Computer-as-tool: • Some “tools” such as word processors provide a type of evaluation (feedback). • Since today’s learners are increasingly proficient with software tools, the instructor’s role may be less than it was previously.

33. The current generation of learners is much more comfortable with CALL software and its options. • . Perhaps all uses of the computer are tool-like.

34. Many CALL software packages contain both tutor and tool functions. • Decoo and Colpaert (1999), • Richmond (1999) • “hybrid packages” Levy (1999 )

35. Future CALL? Tool CALL Tutorial CALL

36. Overview: • I. Tutor vs. tool • II. Myths about tutorial CALL • III. Why has it been marginalized? • IV. The tutor-tool dichotomy • V. Roles for tutorial CALL • VI. Roles for teachers • VII. Conclusion

37. What is the role of tutorial CALL? • Focus on learning rules, patterns, and items • Support one-way comprehension • Listening • Reading • Handle limited, predictable interactions

38. So, what can you do?

39. Overview: • I. Tutor vs. tool • II. Myths about tutorial CALL • III. Why has it been marginalized? • IV. The tutor-tool dichotomy • V. Roles for tutorial CALL • VI. Roles for teachers • VII. Conclusion

40. Become an informed consumer • Experience tutorial CALL as a learner • Visit the EV; check out exhibitors • Learn to evaluate software constructively • Determine where tutorial programs could fit in your curriculum • Share your experiences (e.g., Software Fair)

41. Train learners in effective use • Give learners teacher training • Use a cyclic approach • Use collaborative debriefings • Teach strategies for setting an appropriate level of challenge

42. Make your own CALL materials • Support materials: handouts, tasks, • Template authoring (e.g., Hot Potatoes) • Other authoring tools: • Quicktime HyperStudio • Revolution Flash • MaxAuthor WinCalis

43. Overview: • I. Tutor vs. tool • II. Myths about tutorial CALL • III. Why has it been marginalized? • IV. The tutor-tool dichotomy • V. Roles for tutorial CALL • VI. Roles for teachers • VII. Conclusion

44. Conclusion: • Instead of rejecting tutorial CALL out of hand, try to understand what it is and what it can do.

45. Questions? • Discussion?

46. Thanks for your attention.