WEB-BASED CLASS PROJECTS FOR INTRODUCTORY LANGUAGE COURSES

1. WEB-BASED CLASS PROJECTS FOR INTRODUCTORY LANGUAGE COURSES CALICO 2003: Collaborative CALL University of Ottawa, Canada Clara Román-Odio Kenyon College Gambier, Ohio With Technical Assistance from Ms. Barbara Thompson

2. 4 WEB-BASED CLASS PROJECTS OBJECTIVE To present 4 web-based class projects aimed at providing active practice of the vocabulary, grammar, and real-life situations taught in an introductory Spanish course.

3. OVERVIEW • CALL Research Background • Experiences in Advanced Courses • Use of CALL in Introductory Language Courses • Design and Procedures • Grading Criteria • Examples • Conclusions

4. CALL RESEARCH BACKGROUND WHY CALL? CALL can substantially improve LA through: • the combination of aural input and text • captioning • highlighting • providing a cultural context for learning (Bell 1984, Borras 1994, Emerson & Mosteller 1998, Garza 1991, Leow 1995, Mann 1995)

5. EXPERIENCES IN ADVANCED COURSES TWO CASE STUDIES • CD Dictation and Popular Music • Presentation Software and Quality of Speech

6. CD DICTATION AND POPULAR MUSIC OBJECTIVE To explore the potential benefits and drawbacks of using music within a multimedia environment to support L A

7. CD DICTATION AND POPULAR MUSIC RESEARCH QUESTION Will the simultaneous presentation of spoken (songs) and written (texts) language have an effect on listening and comprehension skills?

8. CD DICTATION AND POPULAR MUSIC APPROACH • Students received both traditional and multimedia-based instruction • during twelve 45-min. study periods. • During periods 1-4 students were exposed to songs only. • During periods 5-12 students spend 40 min. per week working on CD • dictation. • Differences between the pre and post observations were used to • assess the effect of the treatment.

9. CD DICTATION AND POPULAR MUSIC Overall Increasing Trend for Listening Scores Figure 1: Scatterplot of Listening

10. CD DICTATION AND POPULAR MUSIC Overall Increasing Trend for Comprehension Scores Figure 2: Scatterplot of Comprehension

11. CD DICTATION AND POPULAR MUSIC CONCLUSIONS • Simultaneous presentation of spoken and written language • through CD dictation can substantially improve listening skills. • The evidence did not indicate an advantage for multimedia over traditional instruction in terms of comprehension skills. • Students reported: - dramatic improvement of listening skills - residual learning - greater reliance on music for language learning

12. PRESENTATION SOFTWARE AND QUALITY OF SPEECH OBJECTIVE To explore the potential benefits and drawbacks of using presentation software to support speech quality

13. PRESENTATION SOFTWARE AND QUALITY OF SPEECH RESEARCH QUESTION Will the use of presentation software have an effect on the quality of speech?

14. PRESENTATION SOFTWARE AND QUALITY OF SPEECH APPROACH • research a topic of cultural interest; write 5 page long paper • create a 10 min. oral presentation (without notes) using either a presentation software or traditional visual aids. • received 50 min. of training and a handout on how to create power point presentations. • Outcomes: • length, cohesion and organization of speech, syntax, range of vocabulary, idiomatic usage and fluency • (qualitative based on ACTFL Oral Proficiency Guidelines)

15. PRESENTATION SOFTWARE AND QUALITY OF SPEECH EXAMPLE # 1: LOS MAPUCHES INTRODUCTION PANORAMA LA POBLACION LA HISTORIA LA FAMILIA LA RELIGION BEATRIZ PICHI LA ACTUALIDAD

16. PRESENTATION SOFTWARE AND QUALITY OF SPEECH EXAMPLE # 2: GARCIA LORCA

17. PRESENTATION SOFTWARE AND QUALITY OF SPEECH CONCLUSIONS • Presentation Software appears to: • move attention away from formal aspects of the language to focus on conceptual thought, performance, and linking of ideas • increase the quality of speech and proficiency of delivery through reliance on images and key points • improve students’ attitudes towards speech acquisition

18. USE OF CALL IN INTRODUCTORY LANGUAGE COURSES PRINCIPAL QUESTION How can educational technologies effectively advance my course goals at the introductory level?

19. INTENSIVE INTRODUCTORY SPANISH COURSE GOALS WERE TO DEVELOP: • speaking skills by encouraging oral communication • listening skills and the ability to ask and answer question • reading strategies • cultural knowledge by focusing on individual countries, prominent figures, the arts, cuisine, politics, and history • active thematic vocabulary • research skills using information technology

20. SUBJECTS & INSTRUCTIONAL CONTEXT KEY POINTS • students ranged in age from 18 to 20 years old and were approximately balanced in terms of male/female mix • students had virtually no previous experience in the language • the course met 4 times per week with the principal instructor and 4 times per week with a student apprentice teacher to do quick-paced drills, structured conversations, and language games • as part of the course requirement, students were asked to create 4 web-based class project.

21. 4 WEB-BASED CLASS PROJECTS PROJECT OBJECTIVES • to provide active practice of vocabulary, grammar, and real-life situations introduced during the year • to engage students in individual creations involving finding and selecting information, designing, and production • researching specific aspects of Hispanic cultures by focusing on individual countries, prominent figures, the arts, politics, cuisine and history

22. 4 WEB-BASED CLASS PROJECTS DESIGN AND PROCEDURES • Students were asked to work on 4 topics: • a prominent Hispanic figure (targeting narration) • the environment (targeting description) • a Hispanic restaurant (targeting commands) • a travel itinerary to a Latin American country (targeting past / present / future description and narration)

23. 4 WEB-BASED CLASS PROJECTS DESIGN AND PROCEDURES • For each topic each student: • found and selected information from the web • wrote a composition on the topic • assembled illustrations and text on a poster • wrote 5 questions in a 3x5 index card • created a 10 min. oral presentation (without notes) • interacted with classmate using index card questions

24. 4 WEB-BASED CLASS PROJECTS GRADING CRITERIA • quality and quantity of writing (i.e. correct spelling, grammar, syntax, word choice, creativity, and length) • quality and quantity of speech (including appropriate pronunciation, fluency, grammar use, and vocabulary • effectiveness of oral presentation (10 min. without notes) • ability to ask and answer questions • appropriate use of information technology

25. 4 WEB-BASED CLASS PROJECTS EXAMPLE # 1: A. N. CABEZA DE VACA

26. 4 WEB-BASED CLASS PROJECTS EXAMPLE # 2: PABLO CASALS

27. 4 WEB-BASED CLASS PROJECTS EXAMPLE # 3 : TRAVELING IN COSTA RICA

28. 4 WEB-BASED CLASS PROJECTS EXAMPLE # 4: EATING AT A RESTAURANT

29. 4 WEB-BASED CLASS PROJECTS EXAMPLE # 4: EATING AT A RESTAURANT

30. 4 WEB-BASED CLASS PROJECTS WEB EXPLORATIONS PROMOTED • the ability of students to read unedited prose in the target language • the skill of thinking critically about an issue, summarizing key points • the ability to use speech spontaneously and creatively • cultural and multicultural awareness since students had an • opportunity to recognize how cultural artifacts and behaviors are • read and interpreted differently by diverse peoples / countries

31. 4 WEB-BASED CLASS PROJECTS CONCLUSIONS • Using the web in introductory language courses can immensely • enhance learning possibilities. • Students become active participants in the creation of individual • research projects that transcend in depth and quality other types • of cultural explorations. • Short and frequent web-based class projects create an opportunity • for students to take chances with the language. As language becomes • a true vehicle of communication, content and language usage improve. • The web can serve as a powerful vehicle to engage students in an • active learning of the culture. • Reliance on images and key points can increase the quality of speech • and proficiency of delivery.