BA half course LG478-3-SP.

Identical to MA module LG478-G-SP (formerly LG678)

COMPUTER ASSISTED LANGUAGE LEARNING

Spring 2003: Weeks 11-20, one two hour session per week

Instructor: Phil Scholfield (Office: 4.202A; Tel: 873754; Email: scholp@essex.ac.uk; Consultation hours: Fri 1.30-3 and 5-6)

For the latest information always see my website: http://privatewww.essex.ac.uk/~scholp/

Pre-/co-requisites: Only basic computer literacy is assumed. Interest in language learning/teaching well-nigh essential.

Aims:

• To familiarise takers with the history and current state of computer assisted language learning, in the broadest sense, and esp. of widely available types
• To provide some hands-on experience using a representative range of such computer resources, in a variety of media (disk, CD, internet)
• To locate CALL in relation to current ideas about language learning, teaching and description
• To provide a forum for discussion of evaluation and uses of these resources in language teaching, especially ESL/EFL

Objectives: Knowledge. Things you should know more about by the end

General principles (Lectures)

• History and types - 'traditional CALL' conventional pattern matching programs (BBC and DOS) and their Windows successors (e.g. TELL), simulations, generic software (e.g. word processing, e-mail, concordancing) used in FL teaching, hypertext, ICALL, multimedia CDs, the Internet etc.
• Relation to pedagogical ideas like programmed learning, communicative teaching, learner-centredness etc.
• How computers are and may be used pedagogically, by learners directly and as a resource for teachers; attitudes to CALL
• Principles of evaluation of CALL and research on its effectiveness.

Practical topics (Lab sessions) on CALL for learners. See also detailed schedule though that will be revised over the term

• We will look at the kinds of tasks listed below in turn, and for each we will:

Consider the essential pedagogical and linguistic nature of the task itself (whether done on computer, or off, if that is possible)

Consider any relevant CALL theorising or empirical research or evaluation that has been done

Evaluate computer examples of the task, with some particular learning situation in mind

Consider how the computer examples could be used in teaching

Where possible, see how to make our own computer versions of the task

• Typical language task types occurring in CALL versions:

Open choice, multiple choice, matching etc. exercises on specific grammar, vocab etc. points, in a set of discrete items

Cloze tasks (i.e. gap filling in text)

Simulations (e.g. running an imaginary company)

Continuous text writing tasks (e.g. wordprocessed compositions)

Text reading tasks, extensive or intensive (e.g. via hypertext)

Communicative reading and writing resembling conversation (e.g. email projects, chatrooms)

Continuous speaking and listening (e.g. supported by CD)

Using reference sources (dictionaries, grammars, corpus information)

Language awareness development (i.e. tasks which are about language rather than in language, e.g. using corpus-based material)

Language learning/using awareness, study skills (i.e. material designed to train learners to learn, etc.)

Computers in the ELT backroom

Depending on time, we will spend a little time at the end on computer applications that are more directly of use to the people who make the resources that teachers and learners use, such as course materials, dictionaries and grammars. In particular computerised corpora.

Objectives: Skills. Things you should be able to do better by the end

• Locate, try out and evaluate examples of dedicated CALL software
• Use the Internet and generic facilities like word processing, email and corpus search as a resource for CALL, as well as CDs, and older programs
• Devise simple computerised materials for learners, including a webpage
• Criticise pedagogical utilizations of computers

Student Contribution:

To participate actively in the class discussions and activities and work on tasks out of class for presentation later in class where required

To follow up the classes with suitable background reading for consolidation

To follow up the classes each week by spending a little time going over the tasks/handouts etc., and doing tasks/examples which were not covered in class. To do some practice on your own using the computer.

If you are a teacher, to make your own connections with situations where you have taught/may teach.

Teaching Method:

Subject to the limitations of the room and the size of the class, the intention is to conduct the classes relatively informally and interactively. There will be a fair number of practical tasks done in groups in class or co-operatively on computer and generally discussed. The purpose of this is to encourage active participation by takers of the course, and a development of understanding through doing, rather than a passive absorption of received wisdom.

Assessment: Coursework (Undergrads and Postgrads)

3000 word study by the start of week 21. One of the following (or suggest your own, but NOT please 'A survey of uses of computers in teaching' – far too broad and unfocussed):

• A systematic 'armchair' evaluation of some software package, e.g. a CD, or the potential use in language learning of a standard resource like email or word processing or something you find on the Internet (but not the entire WWW!), with some particular learners in mind. This is often regarded as the 'easiest'/'safest' type of assignment to do, but note that to score well you have to take the word 'systematic' to heart and adopt/develop a rigorous framework for evaluation (not just 'I like this but I don't like that'). And you need to think in terms of a concrete language learning situation where you have learnt or taught a language (no generalised 'learners want this'), and relate your assessment to recognised concepts in applied linguistics and language teaching. See my CALL evaluation page
• A small empirical project studying how computers are used in language learning, or students' attitudes to its use. This can make use of students on campus (e.g. those learning French and German in the department are provided with some CALL facilities; many non-natives are word processing their assignments in English....). You could do a survey by questionnaire of a range of users; or study one or a few subjects using a package (maybe for the first time) in more depth through observation and immediate self-report. See for example: Scholfield and Ypsiladis, 'Evaluating computer assisted language learning from the learner's point of view'. In ed. D. Graddol and J. Swann, Evaluating Language, Clevedon: Multilingual Matters (1994) pp62-74.
• Authoring/creating material in a package, or as a webpage for some imagined learners to use. Show what teaching/learning principles it follows and show how it would be implemented with some particular learners in mind. This needs to have two parts: (1) The actual webpage (written as if addressed to your target learners, or teachers) or copy of the program with the authored exercise or task in it, on disk or on your website; (2) Text written in the usual academic way, with references, for me/the examiners explaining exactly who (1) is for, how you imagine it being used, and why you constructed it in the way you did to fit their likely needs, the relevant teaching/learning principles etc…
• A corpus-based study of some limited aspect of English grammar, vocab etc. showing how the information could be used pedagogically, either as part of a task for learners to do directly or as input to syllabus design, materials writing, the compilation of a dictionary or grammar book etc. (a list of corpus-based task suggestions is available elsewhere)

Whatever you choose, get your precise topic and plan approved by me before starting.

Note that though the same set of topics is open to undergrads and postgrads, the standard expected of postgrads is higher.

Departmental policy on late or overlength assignments applies. See the Departmental handbook.

Assessment: Further Coursework (Undergrads only)

In place of a conventional exam, undergrads will have to complete a further 3000 word task by the Dean’s deadline for UG coursework (usually end of week 23). This should again follow the suggestions and instructions for the Coursework above, but must be a different category of project. E.g. if you did the first coursework on evaluating some software, you could do the further task on creating a task (not evaluating again, unless it was evaluating by a different means – e.g. checklist the first time, questionnaire of users the second).

Overall Undergrad assessment for the course is made up 50% from each coursework task.

Recommended central reading: (These and other refs are referred to in a more structured way all through the webpages associated with this course)

Chapelle, C. 2001. Computer Applications in Second Language Acquisition. Cambridge: Cambridge University Press. Chs 1-3, 6.

Jones, C. and Fortescue, S. 1987. Using Computers in the Language Classroom. London: Longman.

Leech, G. and Candlin, C. (eds). 1986. Computers in English Language Teaching and Research. London: Longman.

Levy, M. 1997. Computer-Assisted Language Learning. Oxford: Clarendon Press.

Pennington, M. and Stevens, V. 1992. Computers in Applied Linguistics. Clevedon, Avon: Multilingual Matters.

Tribble, C. and G. Jones. 1990. Concordances in the Classroom. Harlow: Longman.

Crystal, D. 2001. Language and the Internet. Cambridge: CUP.

ed A. Wichmann et al. 1997 Teaching and Language Corpora. London: Longman.

Dudeney, G. 2000 The Internet and the Language Classroom. Cambridge: CUP.

Higgins, J. 1995. Computers and English Language Learning. Oxford: Intellect and Norwood, NJ: Ablex

Other books: Sort through what you get from a library search on keyword keywords Computer Language Learning etc.

Articles: Sort through those you get from a keyword search in the Library catalogue under Box Scholfield. Also look in recent issues of the journals System, Literary and Linguistic Computing, TESOL Quarterly, ELT Journal and Canadian Modern Language Review: these occasionally have relevant articles and reviews of software. The library doesn't take more centrally relevant journals like Computer Assisted Language Learning or British Journal of Educational Technology or Computers and Education.

In general you may find more on the WWW itself than in the library here. See especially:

ReCALL Journal and newsletter http://www.eurocall.org/ (CTI Centre, University of Hull);

CALL special interest group publications associated with IATEFL http://www.iatefl.org.pl/call/;

Computers and Texts newsletter (CTI Centre, 13 Banbury Rd, Oxford) http://info.ox.ac.uk/ctitext/publish/comtxt/;

CALICO at http://www.calico.org/resources.html;

Internet TESL Journal at http://www.aitech.ac.jp/~iteslj/;

The virtual CALL Library at http://www.sussex.ac.uk/langc/CALL.html

Wider reading:

If you are not a teacher and have not done a TEFL course you will need to gain some general knowledge about the basics of language teaching, esp. English as a foreign language teaching, to refer to when evaluating CALL materials and so forth. I recommend the books by Harmer and by Richards and Rodgers. Read up on things like: different general teaching 'methods', language exercise/task/game types, current ideas about teaching vocabulary, grammar, reading, writing, listening, classroom management, learner centred teaching.....etc.

 Last rev Jan 03