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Evaluating computer technology for language learning

TESL Ontario, December 10-12, 2009, Toronto. Evaluating computer technology for language learning. Carol A. Chapelle Iowa State University. The Fastest Way to Learn a Language. Guaranteed.™ Award-winning Software Learn a language naturally with Dynamic Immersion™. Easy-to-use

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Evaluating computer technology for language learning

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  1. TESLOntario, December 10-12, 2009, Toronto Evaluating computer technology for language learning Carol A. Chapelle Iowa State University

  2. The Fastest Way to Learn a Language. Guaranteed.™ Award-winning Software Learn a language naturally with Dynamic Immersion™. Easy-to-use Fully-interactive step-by-step lessons.Available Online or in CD-ROM. Learn Fast No tedious translation or memorization.Start making progress immediately! *100% Guaranteed Satisfaction: All CD-ROM products are backed by our unconditional 6-month money-back guarantee Millions of satisfied customers worldwide! Including NASA, West Point, the U.S. State Department, and over 10,000 schools.

  3. Any Airport U.S.A. Rosetta Stone is the fastest way to learn a language! How do you know?

  4. Teacher’s Website Companion Website Students Teacher CD-ROM Textbook Another class The Web

  5. Teacher’s Website Companion Website Students Teacher CD-ROM Textbook Another class The Web

  6. Comparison research Technology vs. teacher-led class

  7. Audiences for Evaluation Others Program and Policy Decision Makers & Funders Researchers in Applied Linguistics CALL Developers & Other CALL Researchers Teachers & Learners Insiders Informed Critics Outsiders

  8. Research review • Example findings “ […] it is reasonable to conclude that technology has been shown by the published empirical studies to be very effective in improving student language learning.” (Zhao, 2003, p. 19) “ […] comparative studies reveal no conclusive evidence of any positive advantages associated with the use of media in general or of computers in particular.” (Burston, 2003, p. 221)

  9. Our research synthesis • Time frame: 1970-2006 • Computer search: 3 electronic databases (LLBA, ERIC, and DA) • Manual search: 6 journals (CALL, System, CALICO, ReCALL, LLT and TESOL Quarterly) • Research comparing language instruction with computer technology and instruction without technology • Contains unpublished literature • More than 200 studies were identified • 85 studies met research synthesis criteria

  10. Four groups

  11. Audiences for Evaluation Others Program and Policy Decision Makers & Funders Researchers in Applied Linguistics CALL Developers & Other CALL Researchers Teachers & Learners Insiders Informed Critics Outsiders

  12. Issues in Language Materials Evaluation • Marshalling professional knowledge • Methodology for defensible results • Context specificity

  13. Longman English Interactive

  14. Research seeking data concerning… • Language learning potential—opportunities for focus on form • Meaning focus—learners’ attention directed toward the meaning of the language • Learner fit—appropriate conditions given learner characteristics • Authenticity—correspondence between the learning activity and language activities out of the classroom • Positive Impact—positive effects of the CALL activity • Practicality—adequacy of resources to support the use of the CALL activity

  15. Questions about Positive Impact for the student: How much did you enjoy the following practice activities: Not at all a little some a lot Listening O O O O Vocabulary O O O O Speaking O O O O Grammar O O O O Pronunciation O O O O Reading O O O O

  16. Mean Positive Impact Scores-12 Classes A 20.19 B 17.57 C 19.98 D 19.10 E 18.45 E 19.36 F 18.05 G 16.63 H 14.47 I 21.60 J 19.16 K 22.65 Japan in the US Thailand Chile

  17. Audiences for Evaluation Others Program and Policy Decision Makers & Funders Researchers in Applied Linguistics CALL Developers & Other CALL Researchers Teachers & Learners Insiders Informed Critics Outsiders

  18. Communication task through voice chat Researcher looks for episodes of negotiation of meaning

  19. Communication task through voice chat Sumiko: Alright. So about our friend Harry. Andy: Yeah, I’m a little concerned about him. I don’t know, I’m a little concerned about him. I think he should take some leadership courses so he can gain some confidence. It looks like he’s got a choice. He’s interested in either Stanford or MIT. Sumiko: Pardon? Andy: It looks like Harry is interested in Stanford and MIT. Sumiko: Yeah. Andy: I don’t know exactly how much you know about Harry, but I do know some things about Harry. And ah, I think he’s got a great personality …

  20. Communication task through voice chat Sumiko: Alright. So about our friend Harry. Andy: Yeah, I’m a little concerned about him. I don’t know, I’m a little concerned about him. I think he should take some leadership courses so he can gain some confidence. It looks like he’s got a choice. He’s interested in either Stanford or MIT. Sumiko: Pardon? Andy: It looks like Harry is interested in Stanford and MIT. Sumiko: Yeah. Andy: I don’t know exactly how much you know about Harry, but I do know some things about Harry. And ah, I think he’s got a great personality …

  21. Pellettieri (2000) found that learners self-corrected during chatroom tasks: G: Es tu hombre tiene una corbata y los anteojos? R: Si, el tiene

  22. Pellettieri (2000) found that learners self-corrected during chatroom tasks: G: Es tu hombre tiene una corbata y los anteojos? R: Si, el los tiene.

  23. Pellettieri (2000) found that learners self-corrected during chatroom tasks: G: Es tu hombre tiene una corbata y los anteojos? R: Si, el los tiene. Mi dibujo numero 5 es un mano...

  24. Telecollaboration

  25. Pragmatic Development Pronoun Choice in French “vous” FRENCH PROFESSOR “tu”

  26. Online communication Researcher studying online communication

  27. ESL STUDENT IN THE US English is biggest problem The US “isn’t my world” English will not be good in 10 years (from Lam, 2000)

  28. J-pop Star

  29. ESL STUDENT ON THE INTERNET I’ve improved My Internet friends helped me There’s nothing to be afraid of(from Lam, 2000)

  30. Audiences for Evaluation Others Program and Policy Decision Makers & Funders Researchers in Applied Linguistics CALL Developers & Other CALL Researchers Teachers & Learners Insiders Informed Critics Outsiders

  31. TESLOntario, December 10-12, 2009, Toronto Evaluating computer technology for language learning Evaluation for whom? Carol A. Chapelle Iowa State University

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