Developing listening skills through ICT

Virtues of ICT-enhanced listening

• visual context (Hanley et al. 1995; Herron and Seay, 1992)

• non-verbal communicative competence may be brought to the fore (Clifton, 2005; Hurley, 1992)

• exposure to N-S language (Barrett & Sharma, 2003)

• increased access to regional dialects (Ur, 1984; Mead & Rubin, 1985)

• increased L motivation as Ss select mats (Tuzi, 1998)

• integration of listening and reading (Barrett & Sharma, 2003)

• timely/task-specific feedback (Hoven, 1999)

The methodology of computerised listening compehrension practice

• interaction

• authentic audience

• authentic tasks

• exposure & production opportunities

• timing

• feedback

• learning style, motivation (Egbert, 1993)

• learning style

• motivation

• atmosphere (stress/anxiety level)

• L autosomy

Online listening tasks:

(Listening normally precedes production)

• listening followed by non-linguistic response

• listening followed by short response

• listening followed by longer response

Online listening materials:

Comprehensibility factors (Krajka, 2007)

• visual support

• audio-visual clarity

• language density

• speech delivery

• language content

• language level

Flexibility factors (Krajka, 2007)

• watchability

• completeness

• length

• appropriateness of content

• availability of related materials

Digital video materials: Benefits (Krajka, 2007)

• observing authentic language is use

• non-verbal behaviour

• cross-cultural context

• multisensory input

• combination of linguistic, contextual and non-verbal information

Text-to-Speech Technology (TTS): Benefits (Krajka, 2007)

• facilitates pronunciation (clear pronunciation and animated agents)

• builds Ls’ productive lexicon (graphic-acoustic association)

• varied modes of listening (with/without text, at varying speed, accents) facilitate listening skills

Developing reading skills through ICT

Online reading involves:

• hypermedia literacy (Kasper 2002)

• use of resource-assisted environment

(active dictionaries, glossing text, hyperlinking

text to corpora) (Krajka 2007)

Online reading promotes:

• active learning

• contextual learning (Krajka 2007

Types of online reading materials:

• searchable online literature collections (Project Gutenberg, Bibliomania)

• ESL/EFL websites (Flo-Joe at flo-joe.co.uk)

• interactive practice tests online (TOEFL, CAE, CPE)

• online newspapers (e-papers)

E-papers can be accessed through:

• newspaper sites

• search engines

• online directories

• newspaper portals (onlinenewspapers.com; newseum.org)

• topic-based search services (MetaNews Search)

• news management services (crayon.net)

Pre-reading tasks

• build schemata

• build expectations

• provide background knowledge

• thematic fieldtrips

• vocabulary pre-teaching /brainstorming (online reference tools, e.g. visualthesaurus.com)

• guided treasure hunts (MetaNews Search)

• news management services (crayon.net)

While-reading tasks (vices):

• scrolling

• flickering screen

• font size

While-reading tasks (virtues):

• use of web concordancers (hypertextextbuilder.com)

• glossing text (adding annotations, inserting voice comments, synonyms/antonyms, audio prompts, images)

• active dictionary makers (lookwayup.com; voycabulary.com; Dictomaker)

While-reading stage requires balancing:

• reading comprehension

• web searching

• website evaluation

Post-reading tasks:

• activating vocabulary (production)

• consolidating knowledge

• providing grammar/vocabulary instruction (text as a model)

• webquest (Dodge 1995; 2000)

• ask-an-expert task

• concordancing

• private websites (production)

• blogs (production, interaction, skills integration)

Web-based reading tasks:

• online reading followed by quiz

• transferring online info into a chart

• reading instructions online & performing in class

• following instructions (setting up email account)

• scanning websites

• comparing & contrasting info

• reading for detail

• online games and quizzes

• reading/making questionnaires

• reading online to summarise to whole class

• reading content and take a decision on it

Developing speaking skills through ICT

Rationale for Web-based Communicative Teaching

• integrative CALL (1990s-present)

(Warschauer 1996)

• primary of goal of CALL is to:

  • facilitate communicative situations

  • promote linguistic interaction

  • create authentic context for communication (Chapelle 1997)

CMC (Computer-Mediated Communication)

Increasingly common forms of CMC (Krajka 2007):

• telecollaborative tasks

• telecollaboration projects

PrOCALL (Project-Oriented Computer Assisted Language Learning)

PrOCALL adheres to principles of Communicative Approach

• involves genuine communication

• permits international/intercultural communication

• sets no TL model of communication

• enables Ss to negotiate communication

• fosters ICC competence (Byram 1997)

PrOCALL (Project-Oriented Computer Assisted Language Learning)

• facilitates holistic learning (in/out of classroom)

• employs modern technology

• triggers ability to use language & create social realities (Jeon-Ellis et al. 2005)

Successful Web-based project learning:

• Web-based TL projects central in classroom

• Ss select projects personally

• meaningful/motivating

• Ss collaborate through CMC in/out of class

• TL used for negotation of tasks/collaboration

• Teaching lg form not scheduled in advance

• Ss & T share responsibility for learning outcomes

PrOCALL - study outcomes:

• genuine expression of views

(Mueller-Hartmann 2000)

• greater control over language means

• greater sociolinguistic awareness (competence)

(Ewing 2000)

• authentic interaction

• opportunities for input/output (Gu 2002)

Components of communication-oriented speaking activities:

• specification, selection, adoption of roles

• outcomes (clear purpose)

• procedures (steps, work modes)

• information gap

• challenge (special effort, e.g. competition)

Approaches to Web-assisted speaking (Krajka 2007)

• Web as input for speaking (webquests, ask-an- expert activities)

• Web as model for speaking skills (news sites, online debates, sermons, speeches, ads)

• Web discussion (text-based conferencing, videoconferencing)

Approaches to Web-assisted speaking

• Computer presentations

• thought out

• revised

• rehearsed

• with minimised tension

Web-based teaching of pronunciation

• audio quizzes

• varied audio materials

• TTS technology

• audio software

TTS technology (gives developer control over ):

• speech variables

• Ss’ exposure to accents

• task customisation

Digital audio (easy to):

• search for

• retrieve

• manipulate

• store

• play back

Developing writing skills through ICT

Effects of Web-based writing:

• Web contains real language in meaningful context (Warschauer & Healey 1998)

• Ls are language creators, not simply recipients (Brown 1991)

• L autonomy is promoted (Graus 1999)

• Web changes attitudes, motivates Ls to write

(Kern 1995)

Effects of Web-based instruction:

• LL time and space extended beyond classroom

• provides context for authentic interaction/ communication

• expands topics beyond classroom

• fosters L-centred instruction

• encourages participation (Gonglewski et al. 2001)

Student-related goals in Web-based classes

• need for writing practice

• need for a real purpose

• need for authentic audience

• need for authenticity in writing (Trokeloshvili &

Jost 1997)

Teacher-related goals in Web-based classes

• improved writing in all areas

• higher awareness/consciousness

• writing with a purpose

• general understanding of the technology

• active communication

• students’ enthusiasm

• general computing/typing skills

• work outside instruction paradigm (Trokeloshvili & Jost 1997)

Traditional approaches to writing:

• no real audience

• no real interaction

• intended lack of response

• writing detached from authenticity (Campbell 2004)

Web-based approach to writing:

• mutual interest between writer and recipient (weblogs)

• Ss become better communicators

• Ss interact and collaborate via email (Belisle 1996)

• electronic networking helps Ls create/produce/analyse info more efficiently (Krajka 2007)

• word processing enhances writing quality, grades, motivation

• Ss more willing to produce more drafts

• vital electronic skills are developed (emailing single/multiple recipients, blogging, posting commentaries) (Neu & Scarcella 1987)

Approaches to teaching writing online:

(1) Writing as a process

• stages emphasised:

focusing/ generating ideas /drafting/ structuring/ reviewing/ evaluating/ (Krajka 2007)

• wikis can be utilised for the purpose (Leuf & Cunningham 2001)

• word processing reduces drudgery in text revision/refinement (Cunningsworth 2000)

(2) Writing as a product

• final product emphasised (model of a genre):

layout/ paragraphing /formulaic expressions/ structuring/ reviewing/ evaluating/

(Krajka 2007)

• valid for pre-exam preparation work (CAE, New Matura in Poland)

(3) Writing as collaboration

• instruction within communicative paradigm

(pair work/group work)

• Ss research ideas/write collaboratively/peer-review drafts (review tools used: track changes, insert comments)

• wikis facilitate collaborative writing (Lamb 2004; Krajka 2007)

(4) Writing as a follow-up to Web-based activities

• Ss consolidate/complement instruction in other skills in post-Web stage (in writing)

• Ss react to input productively

• activate new language

• share online experiences (on blogs, LMS’s, discussion groups)

Web tools facilitating writing

• online dictionaries (Cambridge Online, Webster)

• thesauri

• lexical databases (Wordnet, Lexical Freenet)

• concordancers (Web Concordancer)

• word processor proofreading functionalities (grammar check-ups, spellchecks, autotext) (Hughes 2003)

Web applications

• emails (Belisle 1996; Liao 1999)

• journaling (Suzuki 2004)

• Web publishing (Stevens 2004)

• blogging (Campbell 2004)

• e-porfolios (on CD’s/DVD’s) (digital artefacts, personal anthologies)