Reading Prompt 12 reply

Ockey presents valid arguments on why the full potential of CBT has failed. Regarding CATs, the possibility of violating the unidimensionality and local independence assumptions within the IRT scoring algorithm can skew the validity of the test taker’s responses. In turn, an inaccurate assessment could result. Also, until there is agreement on CAT algorithm, I agree test takers will continue to receive various test scores. I also agree on the necessity to maintain a large bank of test questions, if CAT is going to be an effective assessment system—as the test taker population represents various proficiency levels. Expert human resources in developing and implementing CAT are a must, as it demands a degree of knowledge/analysis. In the area of CBT security, valid points were raised about test takers memorizing and sharing material, verifying their identity, and hackers—all valid CBT vulnerabilities. Several pros and cons were offered in the discussion of CBT usage for language skills assessment. A blending of CBT and human raters with writing assessments was the best method to assess writing skills. Taking that idea further, with challenges across the language skills discussed, it does not make sense to rely solely on CBT for assessment purposes. There isn’t consensus in its various applications and questions of reliability and validity continue to exist. CBT should be viewed as one method of assessing SLLs, but not the sole instrument.
And that brings me to Cummins & Davesne’s article on EPs as alternative assessment tools. I would use EPs as equal partners, vice just an alternative, to assessments. I would adapt the EP format for my adult learners, as we are not in an academic school program. All 3 parts—passport, bio’, and the dossier would be included, but modified to a less academic style for my learners. Samples of written and oral activities would complement assessments of such, which would portray a more complete picture of the learners’ language proficiency in these domains. Pair/group work collaborations would be in the EPs—as learners learn from each other, this would be reflected. I would use the EPs as a method for learners to capture and view themselves in a SLA light. That could further empower learners with their SLA journey. From the assessment perspective, using EPs in my classroom would provide a richer and a more visual measure of their course progress. The concept of assessing a collection of a student’s work via EPs provides a more well-rounded method to assess motivation and progress.

Reading Prompt 11 reply

Richardson mentions ‘overwhelming’ at the end of his chapter on the social web. Couldn’t agree more, especially after reading about Diigo and del.icio.us social bookmarking tools! Maybe if I saw demos’ on them I could understand their use and value more. Twittering I get, although I don’t do it. A possible idea would be to use it as a way to chime in on a common daily event or news item. Using the L2 to comment via tweets could promote/improve informal communication skills, namely brevity and conciseness. Other than the examples cited throughout the chapter, I can’t think of any additional ways I could use any of the other tools. He mentions the collaborative uses of each, which is always welcomed and encouraged in the L2 learning classroom. I somewhat understood the tagging folksonomy mentioned, but again a demo’ would make is more understandable for me.

The digital divide involves the issue of technology and equity in our public education system. Warschauer et al. pose that instead of a digital divide today, there is a range of factors shaping technology use that in turn, reinforces education inequalities. Three issues discussed affecting the low-SES schools include performativity—the teaching of basic computer tasks versus purposeful learning w/technology. Workability, another issue, involved aspects of computer management described as being deficient at times. With that, support systems/pedagogical support were also problematic. The third issue was complexity, as viewed by many of the teachers. Due to high-stakes testing pressures, lack of home computers for all the students, and the fact that many are ELLs, integration of computers into curriculum was a complex undertaking. Along with these three issues, the lack of qualified teachers and financial support at the low-SES schools were also factors. I would suggest, as the authors do, technical training for educators, including emphasizing academic gains that can be realized. If computer labs are in place, in addition to lab time, creating computer clubs to promote usage. Monitored, w/guidelines, activities related to context area could be offered, possibly with an extra credit incentive. Motivation toward academic progression/success could be the goal. Given financial constraints w/the education system, inline with sports and special trips fundraisers, perhaps fundraisers for computers and academic training with them. To provide optimum CALL academic environments these days, innovation/thinking outside the box is warranted!

Reading Prompt 10 reply

Richardson shared several interesting ways to use Flickr as a fun way to learn in the language learning classroom. Similar to the model of J. Goodall’s camp in Africa, a flower or vegetable garden in a student’s backyard would be one idea. This would include using the annotation tool to identify the different features of the garden. Or creating a Flickr photo of a flower and using the annotation tool to describe the different parts of the flower, including its stem. Another idea I might use with my adult ELLs is to take a poem or any short text and link Flickr photos to tagable words. This could be done in pairs or groups to promote interaction and collaboration. And…it could be a learning tool for increased vocabulary acquisition as well. Richardson barely scratched the surface on using Flickr in the classroom.

Kern’s discussion of electronic literacies fascinated me. Sociocultural context of CALL does shape the nature of online teaching and learning. Electronic literacies seem to be a by-product of CALL. After re-reading the concept of textual identity from Lam’s research of Chinese students, I see their development of new identities not only from their online usage and discourse. Escapism from their government-run state that subverts individualism is likely at work here, too. The internet has come to serve as a mask for their self-expression. Many people in our country and around the world have also developed textual identities online (for various reasons), and teachers (and parents) need to be aware of such. Psychologist perspective is needed to further research this phenomenon of textual identity. Moving on, Multimodal texts are excellent learning tools, largely due to the logics involved. Digital storytelling, as with our final projects, involves using various modalities to compose a product. I think learners need a certain degree of L2 composition knowledge and experience before venturing into multimedia authoring. Going full circle, multimedia authoring can further enhance their off-line literacy skills. While I’m not sure about the identity construction angle of internet literacies, online learning can be beneficial to SLLs. More qualitative research and longitudinal studies involving Chapelle’s suggested research teams is definitely needed. Pedagogically, smart decisions about how to integrate electronic literacies into a curriculum is essential toward fully developing L2 literacy. I don’t think traditional classroom literacy teaching is sufficient today.

Reading Prompt 9 reply

Corpus linguistics is defined the same by Barbierie and Conrad, with Conrad going into a great deal more detail. In its simplest definition it’s “the study of language that relies on computer-assisted techniques to analyze large, principled databases of naturally occurring language”. Conrad delves further and comments its changing grammar research. Corpus-based research looks at grammatical patterns as they vary across registers. It also can be used to research connections between grammar and the lexicon—lexicogrammatical connection. Conrad mentions a third use of corpus linguistics is that it will allow grammar teaching to become more focused on conditions of use.
I didn’t see in either article discussion teacher excitement about corpus linguistics. Rather Conrad’s excitement about it was seen throughout her article. Her examples were great illustrations of the value of corpora. She makes a good point that corpora research could give teachers and texts a clearer understanding of typical uses of words/clauses, rather than having to rely on judgments of grammatical accuracy. Another good point is that teachers and teachers-in-training need to be targeted more to spread the word of “corpus-based research”.
I could envision using corpora to supplement textbook series based-lessons and classroom activities. My corpus-based research could focus on register variation of target words that can be confusing to my learners. Or perhaps frequency patterns could be analyzed to help me decide if emphasis is needed in the classroom. For advanced level students, viewing corpora could be learning lessons themselves. Depending on the target word(s)/clause, objectives could be conditions of use, register variation or frequency patterns. After reading both articles, corpus linguistics definitely has a place in the TESOL arena. It is a new view of grammar and should be infused into grammar teaching, as a compliment, but not a replacement of such.

Reading Prompt 8 reply

All the technologies Levy & Stockwell discuss have their pluses and minuses. E-mail and video conferencing are the only technologies I’ve ever used. I can see why e-mail is the most popular, as many language learners are already using it to communicate. Through tandem exchanges it’s a simple and efficient way for learners to access authentic/target language. The (delayed) synchronous aspect of chat allows it to most closely resemble face-to-face interaction. I’ve never seen a MOO and after reading about it, I’m assuming it could be a fun way of experimenting with a second language. From my Air Force days, I’m familiar with VTC (video-teleconferencing) and agree it’s a potentially powerful language learning tool. Verbal and non-verbal language skills can be practiced/observed with this technology.
Collectively, these technology resources’ most promising feature is their capability to expand learners’ exposure to the target language through authentic language interaction with NS interlocutors. A major pedagogical consideration is knowing the features each type of CMC can offer, before deciding on which one would best suit the learning objective. With that, the technological and language proficiency skills of the learners should also guide pedagogical decisions about which CMC tool is the best choice: synchronous (MOOs & conferencing), delayed synchronous (chat), or asynchronous (e-mail) CMC tool. Linguistic progress can occur with sufficient participation, but I think CMC requires more attention to manage it as compared to textbooks or more traditional language learning instruments. Not a bad thing necessarily, but teachers simply need to be aware of this as they venture into the CMC arena.
Dr. Sauro’s research compared metalinguistic feedback versus recasts and found that one was not significantly more effective than the other for immediate or sustained gains in target form knowledge. The pedagogical implication is that feedback is still a critical part of language learning, whether the learning is via CALL or face-to-face. Knowing your learner type(s) and the learning objectives should be considerations when choosing type of feedback.

Reading Prompt 7 reply

Results of Grgurovic & Hegelheimer’s study revealed a couple things about the ‘help options’ choices—using subtitles and/or using a transcript, or not using help at all. Subtitles were used more frequently and longer than the transcript; the higher proficient group more so than the lower proficient group. Possible rationale for subtitles preference was that participants were predisposed to such in daily life, for example watching TV with subtitles. Along with that finding, the ‘help options’ were not used as the researchers had anticipated. This occurred more so with members in the lower proficient group whose non-interaction resulted in the weakest performance. A couple implications from this study were raised. The best solution is to offer choice to students as this study did, including adding an option to skip help altogether to accommodate various learning styles/preferences. The other implication involves how to encourage ‘help options’ usage on future CALL designed activities of this nature, if help use is found to be beneficial. Using software demos and tutorials were ideas mentioned to promote such, along with creating CALL tasks requiring help use.
Levy’s chapter on practice contains lots of practical information and issues to consider when employing CALL to language skills and areas. My first consideration would be to define my language-learning objective. For example, is it text comprehension? Or perhaps grammar usage? Only then does CALL become a tool of choice. As Levy points out, a common trap for many teachers is to consider the computer first and then a lesson objective. I think the chapter conclusion sums up the practice of CALL best. Namely, that CALL is multifaceted with a variety of technologies, materials, and resources. In the same way many L2 teachers select material appropriate for the curriculum and their students, CALL should be managed the same way. With that, essential to CALL practice is knowing your learners in terms of their linguistic and technology skills, along with their backgrounds. Good common sensical stuff!

Reading Prompt 5 reply

I don’t have an iPod or any other type of .mp3 player. My only experience with an iPod was borrowing a friend’s when I went on vacation. I ended up only listening to songs 3 times over a 3 week period. Checking out this ‘gadget’ gave me the opportunity to see if I would want one. I just didn’t get the fever. Knowing myself, I don’t have a need for gadgets. However, after reading Richardson’s chapter and the two articles, I do see value in using them for language learning/acquisition purposes.
McQuillan gives us several instances of podcasting in L2 classes. That iPods can offer students contextual support in the TL is amazing. In contrast with ESL textbook series, iPod downloads are always going to be current. The various features of an iPod make it a flexible resource for teachers. If listening is the lesson objective, the audio-only input can be utilized. For a reading lesson, iPod with text can be used, with the added support of audio and video.
Across the readings several ideas grabbed my attention. If I and my adult ESL students had iPods, accessing ‘ESL Podcast’ McQuillan mentions, along with ‘VOA Special English’ podcasts would be attempted. Both are current and relevant English programs the ESL learners would enjoy socially and academically. In Stansbury’s article, Poli’s use of the iPod for English music listening activities is a great idea. Be it grammar, spelling, and/or progressive verbs activities, it’s a fun and engaging way for students to practice and further English language acquisition. For individual student projects McQuillan discusses keeping an ‘audio diary’. This would be a great way for learners to speak and hear their voices, and in turn improve their English language speaking ability. Add to all the iPod English language uses, its portability allows students to practice beyond the classroom, easily and repetitively. The museum field trip illustrated a great way to record the experience with an iPod. Together the readings showed iPod usage yielded better success with language acquisition than the more traditional methods. Who knew an iPod could be a language learning tool!

Reading Prompt 4 reply

The integration aspect involved in the design of CALL products is an important issue to consider. Design of CALL products is a complex, evolving process that requires integration of ideas and elements for success. Levy discusses three perspectives designers need to understand in CALL development. The language teacher’s perspective requires considering how to integrate classroom traditional learning with computer learning—in or outside of the classroom. If able to, designing a curriculum as a guide or template seems to be the best route to allow flexibility in using CALL. The idea of horizontal integration from the language learners’ perspective is essential to CALL design also. Knowing learners’ technical backgrounds, experience, and predispositions is necessary to determine the amount of learner training required when designing CALL activities. An institution-wide perspective is the third one that involves what can be referred to as vertical integration—the policies, technical support, and learning environment of institutions. These areas are necessary considerations in designing university LMS’, for example. Together these three perspectives emphasize the need to integrate various components in designing CALL products.
Richardson’s chapter on RSS feeds was very informative and useful! With my adult ESL students I would be interested in using a couple RSS feeds. One might be on the topic of the recently devastating Haiti earthquake. It’s a relevant current event item that stirs thoughts, emotions, and ideas for many people. Using the various articles from newspapers, blogs, and/or volunteer organizations could be CALL tools to improve/practice critical reading and thinking, collaboration skills, and vocabulary growth. Another RSS feed might be on American culture. Again, a relevant topic of interest with the same language learning applications as the first RSS feed idea. As for myself, there are endless topics that interest me. Word of the Day feeds, news feeds, travel feeds, Texas Hill Country feeds, to name a few. I definitely see the power in RSS feeds!

Reading Prompt 3 reply

Soares discovered several challenges with her classroom blog. Students were motivated to read it in class but not outside the classroom. She questioned if they perceived it as a learning tool and if this was true of other students. Through Exploratory Practice and two PEPAs she was able to analyze issues and learn. Her first PEPA was a class discussion about the purpose and need of the blog. Answers indicated her students understood the blog was a learning tool to practice English and interact with other speakers. The motivation, however, was still not there and she found this to be true with other class blogs she visited. From her online survey with other teachers she was able to learn that levels of cognitive development and linguistic proficiency seem to be a factor, along with degree of student input. Student self-expression and interaction with real readers seem to trump linguistic accuracy. Reading posts versus commenting on them were preferred by most students. From her second PEPA of two tasks, Task 1 was a blogging activity involving the class blog and another random blog site. This task was teacher monitored, with some guidance and degree of student autonomy. A reflection activity of Task 1, Task 2 revealed the students were more apt to interact with their own blog vice an outside ‘stranger’ blog. Through these two activities motivation in blogging increased. Lessons learned for future use included trial blogs and understanding the technology involved before introducing one into the classroom, a tutorial and some hands-on demos’ of activities, recognizing there is diverse student blogging experience, and more in-class blogging to spur motivation beyond the classroom.
Without any expertise in this area, after reviewing all the technologies Levy describes, Nagata’s BONZAI is an ILTS I would want to explore for possible use. This AI seems to contain a multitude of language learning tools—lexicon, morphological generator, and a syntactic parser to name a few. Providing detailed feedback of errors made and that it contains a listening component are a couple features that make it holistic learning in a sense. I would use this program to compliment language learning in the classroom, perhaps as a progress check over the course duration. A major consideration would have to be the linguistic proficiency level of the learners, ideally intermediate to advanced learners. Also, their technology expertise level would play a role. Regarding the program itself, a consideration would have to be the cost balanced against its need in achieving learning objectives. Interesting reading for sure.

Reading Prompt 2 reply

The eight optimal conditions for classroom language learning Egbert describes can be fulfilled with blogging as a tool. With my limited blog knowledge, an example is the best way for me to illustrate such. With college level ELLs in the U.S., a blogging activity could be the recent Haiti earthquake. An authentic task, the teacher posts two questions: How does the tragedy in Haiti make you feel? What word(s) would you use to describe what happened there? After all have read the questions, the teacher elicits 3-4 students to answer on the class blog, perhaps due the next day of class. The next step is for the remaining students to individually read the posted answers and individually choose one to comment on, perhaps due the following day of class. Responses could be agreeing, disagreeing, and/or adding new thoughts. Group discussion and feedback from the teacher and fellow students occurs next. Having already had lessons on adjectives, the language learning goal here is to use words that describe emotions and describe the event itself. If expanding the activity is feasible, divide the students into teams and assign a category of needs (e.g., food, bedding, clothes, and personal hygiene) necessary for the survivors. The task would be to develop, and then post, a prioritized list of items necessary to support ongoing recovery efforts. Language learning aspects of collaboration, critical thinking, and perhaps negotiation of meaning are employed here.
In using the blog as a tool for an ESL activity, it allows the ELLs to use the target language (TL) in a community forum. In my example, using adjectives and developing the item lists promotes creative and critical thought. This activity represents a real-world event emulating the challenges of self-expression and problem-solving (with the expansion activity). Lastly, a certain degree of autonomy is employed as the answers to the two questions are not restrictive. This is a text activity on the blog. As I learn more about blogging activities will probably become more creative.
Creating my blog and learning about blogging was a positive experience for me. Not a “blogger” myself, it’s important personally and professionally that I open my mind to Web blogs as they can be a valuable tool in the classroom. They certainly enhance and improve communication, be it between teacher and student(s) and between students. It seems due to their “public power” students will be more apt to do their best. In the ESL arena, I hope to blog about World Englishes, listening skills which I feel are neglected in many ESL classes, and the discussion about native speaker versus non-native speaker teachers. Beyond ESL, I may blog about traveling, country-western music and lifestyle, old Hollywood movies and perhaps current events.

Reading Prompt 1 reply

Answering the first three questions, I have had zero experience with blogs prior to this class.

Applying Richardson’s suggestions for classroom uses of weblogs with ELL students, the language level and computer skills level would have to be the first two considerations. I liked the class blog idea as it promotes collaboration, which is an essential aspect for classroom ELLs. Sharing a blog motivates learners to read and write, thus contributing to the learning process as a team. In the same way, we are doing prompt replies in this course. Back to ELL students, vocabulary activities, grammar games, online readings for reading and responding, a literature circle, linking your class with another, reactions to questions, ideas, and opinions are ideas from Richardson that could be used effectively, again, given the language level and computer skills of the learners. These activities can build vocabulary knowledge, improve grammar usage, and increase their literacy skills through stimulation of critical thinking and in turn writing.

From Levy’s chapter on CALL software evaluation, I would want to see the teacher fit component addressed in an evaluation. It seems logical, that I as an ESL teacher would want to see the approach of the program and ensure I understand its application and benefit to my ELLs before using it in the classroom. I would want to assess the design of the program, its linguistic accuracy, the communicative context of phonological features, and the sociocultural content of the program. In sum, the relevance of the program in complementing/enhancing the course of instruction would be my priority in deciding on its usage in the classroom. In a recent high beginner level adult ESL class I used the CD accompanying the Side by Side textbook series. Listening exercises were the focus affording the students the opportunity to practice and assess their listening skills. We all found the CD exercises beneficial to the lessons at hand