Learning and CALL

 

by

Teresa De Fazio

Victoria University of Technology

While there is a genuine interest in using technology as a tool in the language and literacy classroom, there is a lot of confusion over the pedagogical value of the range of software being used. It is not uncommon to find that gimmicks get in the way of the teaching / learning concerns. Often educators do not have the opportunity to discuss evaluation issues fully in order to ensure that whatever software is adopted as an educational tool, fulfils pedagogical objectives rather than becomes an instrument that leads educators on a path towards using technology for technologyís sake.

This paper will review the rationale for the adoption of CALL and look at teacher expectations in adopting software for their language classrooms. Arising issues are taken up and used to examine some commercially available software. An evaluation guide is presented to assist language and literacy educators in reviewing software.

Using computers in the ESL and literacy classroom.

As a result of discussions with language and literacy teaching staff it seems that there is, generally, a genuine interest in using technology as a constructive component in the classroom. However, language educators often feel that the pedagogical implications of adopting CALL are not entirely clear. Furthermore, they admit that at times software programs are so nifty, so cute or fun, that the gimmicks of the program overshadow any real evaluative process of the learning objectives and dynamics the program brings with it.

A review by Corbel (1996) of the current most popular software programs being used in the language classrooms indicates that it is still "Storyboard" followed by

Choicemaster, CALIS and Matchmaster. The apparent reason for the popularity of "Storyboard", is that itís "activities need no planning and development of individual items. It is thus easy to learn for both teachers and students." (Corbel. 1996:25).,

In light of these findings, an overview of the discussion that ensued at the session where this paper was presented offers a telling insight into the rationale for the adoption of CALL in the language and literacy classroom. The objectives for its adoption were stated as:

• the process of using the computer in a "fun" way enables students in becoming computer literate
• the software often allows you to author and adapt materials
• CALL is used as a response to the technological age
• CALL adds an interesting flavour to the course (novelty value)
• its a tool that assists in practising concepts and skills such as drill exercises, grammatical items etc. This view reflects Taylorís (1980) view of the computer being used as a ëtutorí in the classroom.
• the computer allows students to develop their skills through simulation and educational games,
• the competitiveness that is elicited by some programs may be an enjoyable and motivating factor in learning
• for business reasons, CALL is adopted to assist in the marketing aspect of courses in a competitive environment
• the computer is useful as an information source ( dictionaries, thesaurus, encyclopedia programs etc.)
• the use of the computer facilitates remedial or consolidation tasks in self study time etc.
• the computer allows for controlled pair/group work
• allows for individualisation of tasks, student and teacher can keep track of progress
• learner control which may lead to motivation and development of learning skills
• the use of CALL means the language/literacy program can be more flexible in providing tasks for differing language levels
• allows the teacher to become a facilitator

In order to gain a view or an evaluative position on some commercially available CALL software, a review of several packages was undertaken during the session in which this paper was presented. The essence of the comments on each of these packages is included. The packages presented were:

• "Business English"
• "The Alphabet"
• "Issues in English"

"Tripleplay Plus (English)", "Interactive Dictionary", "Creative Writer" and "Australia Through Time" and the "Macquarie Dictionary -CD ROM" were also presented as part of the small group, hands-on section of the seminar. Comments on these programs are not included in this paper.

From the review of different aspects of the various programs it seems that the most important aspects when evaluating software for the language/ literacy classroom are pedagogical solidness, the possibility of interactivity permitted by the program, the facility for immediate and correct feedback, the opportunity for authoring, the overall presentation of a package and, not surprisingly, the cost.

The following discussion synthesises the comments on three of the programs presented at the seminar in light of the aspects mentioned. An evaluation guide is presented (appendix one) that integrates some important issues into a quick guide. It is by no means complete but is meant as a basis for informed discussion on aspects of CALL software.

Comments on "Business English":

Pedagogical issues

• the learning focus is on developing reading, listening skills.
• ease of listening to phrases, sounds etc providing the opportunity to explore - practice developing intensive listening skills
• dated material does not assist in motivating students
• European situation, not really relevant to Australian situation

Interactivity

• it is interactive in approach, allowing the participant to work/play with the program.
• it encourages playing with sounds, pictures, thus, there is the reinforcement of listening skills, grammatical/lexical items, reading etc.
• it has both work and test modes which encourage exploring language, particularly, sound collocations etc.
• student(s) can work on their own or with peers - control

Feedback

• students can choose to have their scores monitored
• allows for self monitoring

Presentation

• still pictures are not very helpful in demonstrating aspects of communication
• digital sound of reasonable quality
• navigation of program, reasonable
• expensive

Authoring

• does not allow teacher to author

Limitations

• pictures are static and do not give a sense of body language that compliments and assists in speech (particularly important when dealing in business affairs)
• inappropriate, non-authentic interactions demonstrated
• drill exercises are extremely dated and rather purposeless

 

Comments on "The Alphabet"

Pedagogical issues

• learning focus is on developing reading, listening skills
• allows students to develop skills in recognising script and sound, upper and lower case letters
• basic spelling skills are facilitated
• the program is entertaining, which is a particularly valuable motivating feature for low motivated language learners or apprehensive learners
• self-paced, ideal for self access centre
• teacher becomes a facilitator, guide

Interactivity

• allows participant to work/play with the program.
• encourages the frequent listening to and repeating of sounds
• pictures reinforce grasping of lexical items and reading skills

Feedback

• it has both work and test modes which encourages risk taking
• student(s) can work on their own or with peers, this encourages a sense of control over the learning process which, in turn, assists in motivation
• immediate feedback

Presentation

• screens are not crowded
• digital sound is good quality
• easy to use for language and literacy learners
• attractive presentation

Authoring

• allows teacher to author

Limitations

• no real limitations commented on

 

Comments on "Issues in English"

Pedagogical issues

• the learning focus is on developing all four macro skills.
• interesting issues that are contemporary and sometimes difficult to present in class in an interesting way.
• ease of using different exercises means that students have the opportunity to explore, take risks and practice skills.
• by allowing students to explore language it encourages students to claim a sense of control over their learning
• authentic language used
• adoption of the package influences individual work, writing of text, publishing, redrafting
• teacher becomes a facilitator, guide

Interactivity

• self paced work mode
• work in pairs and small groups encouraged particularly as this program encourages project work, often tasks within the project are delegated and then members come together to analyse, report, question, compare drafts and layout etc.

Feedback

• student may have a printout which encourages self esteem or competitiveness (scoring)
• immediate feedback
• allows for self monitoring and peer monitoring
• drafting process or exercise/test mode allows teacher to track student progress

Presentation

• screens are not crowded
• digital sound is of very good quality
• video quality is adequate
• expensive

Authoring

• allows teacher to author

Limitations

• students may need to be coached in learning how to navigate around the program as there are many menus and modes
• written text and video playing simultaneously may be distracting to the learner

While hypermedia and multimedia mean that programs are becoming more interesting in terms of the inclusion of video, the possibility to record natural sounding speech, present a range of texts, exercises, scorecards, explanations with all sorts of bells and whistles, the rationale for choosing a program and the importance of evaluating a program wisely becomes even more tricky. It is essential that a teacher consider student interest and motivation for learning. Moreover a consideration of how the bells and whistles facilitate learning/

teaching strategies and learning outcomes must be undertaken. The adoption of the application may modify the way in which students work with each other, student expectations of the role of the teacher, the mode of learning for each individual. All in all, it is simply a question of facilitating the learning process, as Squires and McDougall (1994) indicate, "If a package does not in some way support or enhance learning, it is obviously of little educational value".

References

Corbel, C. (1996) The computing practices of language and literacy teachers. NCELTR, Macquarie University, NSW.

Squires, D. & McDougall, A. (1994). "Choosing and Using Educational Software: A Teacherís Guide, London, Falmer Press.

Taylor, R. P. (Ed.) (1980).The Computer in the School: Tutor, Tool, Tutee, New York: Teachers College Press.

Software

Australia Through Time - cd-rom & multimedia technologies in association with ABC.

Business English Activities. No. 2. - BBC

The Alphabet Protea Textware

Interactive Picture Dictionary (No. 2.) Protea Textware

Issues in English Protea Textware

 

Tripleplay Plus (English) -

 

 

 

A quick guide for evaluating software

Teresa De Fazio, 16 April, 1997

Pedagogical issues

pedagogical aims are relevant and appropriate to students

the program is flexible - able to be used in a number of teaching programs

objectives are clear

allows for student progression (challenges students)

supplies correct and reliable models of English

interesting and enhances student motivationpresents language in real context

doesnít represent stereotypes etc.

offers an appropriate amount of exercises to explain and practice learning point

factually correct

Interactivity

allows student to be interactive with technology

allows students to interact with each otherallows student to learn independently

flexible in terms of jumping around from exercise to exercise

Feedback

offers relevant and correct feedback

offers suggestions as part of assistance

allows for different types of responses

Presentation

easy to use

support materials are easy to use and access

very presentable, colour, pictures, text is not crowded

doesnít use up a lot of technical resources (eg. memory)

digital sound and/ or video is good qualityallows scoring/results

Authoring facility

allows teacher to author

Costs Individual_____________ Site licences_______________

not expensive

Comments

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