Computer Assisted Language Learning
–An Action Research Report!
Stanislaus A.
Introduction
"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The greater teacher inspires." -William Ward
Until quite recently, computer-assisted language learning (CALL) was a topic of relevance mostly to those with a special interest in that area. Recently, though, computers have become so widespread in schools and homes and their uses have expanded so dramatically that the majority of language teachers must now begin to think about the implicationsofcomputers for language learning.(Mark Warschauer 1996) Teaching is an exciting profession. If you have the zeal and passion to make learning fun, then teaching would be a worthwhile experience.
This presentation aims at superior teaching. This will become true if we have the passion to make learning fun and make your pupils experience the joy of learning English in many ways.
When we were young, our evenings were occupied with physical activities such as football, volleyball etc. Nowadays in the evenings, increasing numbers of pupils spend their time playing computer games. Science and technology are bringing about rapid changes in our system of education too. We now recognize that simply to teach the textbook in a traditional way is to take a very narrow view of the learning process; that we need to provide a broader educational experience for our pupils; that we need to provide them with more interesting approaches and varied exposure to English.
Years ago, it was said that the teachers have to read a lot to keep themselves updated. Now we can say that language teachers need to develop confidence in using computer technology in their own classrooms.
How can we adapt our teaching methods to take advantage of the new technological skills that pupils are developing? As teachers coming to terms with new technologies for learning, we should experiment, try out our own ideas, share ideas and learn from each others’ experiences. In this presentation we're going to share with you our own action research aimed at finding ways to improve our children’s learning of English through computer-assisted language learning. I am going to describe how we carried out a small scale classroom investigation using Action research. Good teachers do this naturally as they think about what went well and what was not so good in their lessons and make plans to further improve their teaching. We decided to use the same process in more depth to help us improve the language learning experience we could offer to our pupils and so develop professionally as teachers.
The stages of our research project Nunan (1992) describing classroom research describes 4 key elements in the research process: a problem or hypothesis to investigate, a research question, data that is collected by the researcher, and analysis and interpretation of that data. (Nunan D (1992) Research methods in language learning CUP, p.2)
In order to carry out research with our own pupils, we realized weneeded to plan it carefully, to make sure we would get results we could trust. Broadly we followed these stages:
Planning
1. We identified the problem or question or hypothesis we wanted to investigate
2. We read what other people have written about the research topic
3. We decided on a research question to be investigated
4. We chose the learners to be studied
5. We made arrangements to do the research
6. We decided on a research method
Doing
7. We gathered our data
Analysing and interpreting
8. We organized our data
9. We analysed our data
10. We decided what is important in the data and what it tells us
Reporting
11. We wrote up the research as a report
My research question
First we wanted to develop a good research question, one which would open us up to change.
We wanted the research question to be narrow because we wanted our research to be small-scale and manageable. We started from our problem.
Problem
Our pupils do not seem to have a motivation or an interest in learning English well.
QuestionHow can task-oriented computer-assisted language learning motivate and improve the language learning experience of our pupils?”
Intended outcome of the research
To find ways in which technology can improve the language learning experience of our pupils.
Our Research methodsThere are basically 4 methods that a researcher may use.
Measuring:There are different ways in which the researcher can measure performance, e.g.:We can set a test and analyse the results
We can observe a lesson and see how many times something happens (e.g. How many times did pupils use English during the session?
1. We tried with some of the CDs that were in our school LRC such as:
Word bird's Word land and Kid Prix etc. to teach spellings and pronunciation.
2. We tried them not in our usual English Language lessons but in the extra periods that were assigned to us.
4. We then slowly introduced these activities in the context of our lessons and activities.
Observing:
We can observe pupils working on the computer and make notes
We can video or audio record a lesson
1. We realized that our pupils were showing interest in this way of teaching. Pupils who were not
active during English Language lessons showed a lot of interest in learning English.
2. We observed the difference in pupils' interest in learning English.
Asking about what happens:
We can interview pupils about the experience of working with task-based learining materials on the computer
We can ask pupils to report what is going on in their minds (e.g. when they are trying to work out a new word)
We asked our pupils the difference they noticed in this way of learning.
We asked the pupils why they like this approach.
Controlling (Doing things differently to see if they succeed):
We can try out the new approach to see if it is more effective in motivating pupils to develop their English.
We decided the following methods were most appropriate to our research:
Stage 1
1. To collect any such materials that relates to different components of English.
2. To relate them with our syllabus.
3. To find appropriate time to use this method of teaching English language.
Stage 2
1. We presented this approach in (RETIF) Regional English Teachers and Inspectors Forum.
2. We also showed some our pupils' works in this regard.
3. We looked for any such materials used by teachers here in the Sultanate during our basic education cycle 2 and collected some materials.
4. One of us received training and attended sessions (Technology) in Leeds on using such materials and collected some of the materials from there.
2
Data
The main kinds of data that a researcher can collect are quantitative and qualitative data:
Quantitative data
Is in the form of numbers
Comes from research methods that measure and control variables
Is often collected from an experimental approach
Has the problem that the situation in which the data are collected may not be natural
Values objectivity
Qualitative data
Is often in words
Comes from methods that involve watching and asking people about their behaviour.
Sometimes quite difficult to analyse because we have to organize it. (We have to look for examples of pupils saying or doing the same thing)
We analyse it by looking for data that are similar or very different
Tends to be more subjective
For our research we decided to collect the following kinds of data:
Qualitative data
We wrote notes on our experiences and notes on our discussions with our pupils.
Most of our data came from watching and asking our pupils about their experience.
Our teachers' experience in using these materials.
We analyzed it by looking for data that were similar or very different
Sometimes it was quite difficult to analyze because we had to organize it. We had to look for examples of pupils saying or doing the same thing. ( It tended to be subjective.)
Quantitative data
We also analysed post-tests based on the computer task-based activities.
Our pupils produced similar test materials and we had variety in their work all done in computer.
The Action Research Process
Our Action research was basically a series of reflective teaching cycles, a circular sequence of stages of a research process, like a spiral.
EXPERIENCE
PLANNING ANALYSIS &
FOR ACTION REFLECTION
LEARNING
Explanation of the Action Research cycle
Cycle 1
Experience
Identifying the problem
Analysis and reflection
Defining why the topic interested us
Learning
Finding out more about it e.g. by talking to colleagues, reading about it from published literature
Planning for action
Developing a plan of action to improve what was happening in our classes
Cycle 2
Experience
Implementing the plan in a number of lessons
Analysis and reflection
Observing the effects of the action.
Analysing the data from implementing the plan
Considering our own thoughts about what happened (or didn’t happen!) and why.
Learning
Going back to the literature.
Holding more discussions with other teachers.
Planning for action
Reflect on our new understanding from the experience, analysis,
reflections and learning, as the basis for further planning:
Developing a further plan for classroom action
Deciding on methods of recording that action
Cycle 3
Experience
Implementing the revised plan in one or more lessons
And so on. As every cycle automatically generated a new one, each building on the experience from the one before, it was really more like a reflective teaching spiral than a cycle.
We further carried out our research for the last two years and continue to do but this time more systematically. The search began with just a very few materials in our teacher's kit (teachers' portfolio). Today we have more than thirty CDs and variety in our teaching. We also found the pupils response in their work, development in their learning. The slow learners seemed to be more competitive with the others.We decided to follow the same method and continue to get response from both pupils and the teachers who use CALL in their classroom.
The CALL packages we used
Our research question was, “How can task-oriented computer-assisted language learning materials motivate and improve the language learning experience of our pupils?”
We recognized that we have a limited time in our curriculum, so we were looking for materials that could be used in short periods of time, perhaps one lesson each week. We found a number of computer-based language learning packages and today we would like to describe them to you. If you spend time searching we're sure you’ll find many more similar packages. Some are already available in LRCs in our schools. We only need to know how to use them.
The packages we used are based on the following pedagogical principles:
1. Children learn best in a stress-free environment. I think the LRC is a good
example of this kind of stress-free, learning environment.
2. The development of receptive skills (listening, seeing and learning
comprehension) normally takes place before the development of
productive skills ( writing and speaking). In these packages the level of
language input is higher than the level of language production expected of
children. The activities at beginner level in particular have been
chosen because they enable children to participate.
3. The content of lessons and exercises should be related to children’s
knowledge of the world and to their cognitive level. In the packages I am
going to demonstrate, the content is related both to children’s knowledge
of the world and to their cognitive level.
4. Young children do not have a long concentration span. Variety during
the lesson encourages greater concentration and increases the children’s
enjoyment. The activities in these packages are interesting, varied and
manageable for children to carry out in short periods of time.
5. Young children have an active short-term memory but need continual
recycling to store items in their long term memory. In these programmes
language is constantly recycled through a wide variety of activities. These
build children’s confidence and avoid boring repetition.
4
6. Children learn by doing. The lessons and the exercises in the packages
I’m going to demonstrate all require children’s active participation.
Children are given the opportunity to experience English through
activities that require physical involvement such as doing Total Physical
Response activities, participating in Quizzes, etc.
7. Children like to play with the language. The CDs I’m going to discuss
include a wide variety of songs, rhymes, and games.
8. The development of effective learning strategies can aid children in their
language learning. Computer-assisted language learning offers one way in
which children can develop their learning strategies. The kinds of tasks
these packages offer can be carried out individually or in pairs or groups,
which encourage involve co-operation, adaptability and sharing and allow
all children to contribute their particular skills or knowledge to the task.
9. Group and pair work foster socialization by encouraging children to share
information.
All the following multimedia aids are from Multimedia Products. They are easily available, ready made language learning aids containing task-oriented activities. We found them all useful for our students in adding variety to the language learning process, in motivating them to be more positive about learning English. We used them at least one lesson every week to add variety to the syllabus.
Technical support
To view most of these CDs we required Quick Time and Shock Wave. (Click on the install buttons to launch the wizards, which will guide you through the installation. After installing Quick Time and Shock Wave, restart the computer. These installations are required only first time you run Kids’ Media. Before you run the programme make sure that your monitor is set to 800*600 pixels (High color (16 bits) or True color (24 bits)). For good performance you will need 64MB RAM.)
Practical suggestions
* Look after your CD-ROM. Always keep it in its case. Don’t leave it shiny side down on a table. Hold it by the edges.
· When we first introduce working on a computer, the children are bound to be very excited. So let the first day be a big event and let them all crowd round the screen to see what is happening. By the second day they will have calmed down.
· Children will become independent on the computer very quickly but don’t forget how important adult support and encouragement is. Sit with them and share their enthusiasm.
· In the LRC, three children can sit round the screen taking turns to control the mouse. One of them can be a leader to note the scores of each child.
· Children will learn many new skills using a computer. Don’t neglect the traditional skills such as handwriting, colouring and craftwork. See the Activity Book for practical ideas. Double up on skills, don’t halve them.
Requirements:
1. A laptop
2. An LCD projector
3. A display screen
Titles of the CDs:
1. Kids’ media-5 CDs Appendix 1
2. Word Bird’s Word land Appendix 2 academy
3. Read & Spell Appendix 3 Pebbles
4. Fruits & Vegetables Rhymes Pebbles
5. Tales of Mullah Pebbles
6. Grandma Tales Pebbles
7. Pre School Pebbles
8. English Basics Pebbles
9. Fairy Tales volume 1&2 Pebbles
10. Kindergarten Essentials Apple Tree
11. Kindergarten concepts Apple Tree
12. Nursery Rhymes Musifline
Titles of the CDs: (continued)
13. A camp in nursery land Sound&vision
14. Nursery Rhymes Sound&vision
15. Kid pix The learning company
16. 5th Grade Adventures disc 1 The learning company
17. 5th Grade Adventures disc 2 The learning company
18. Rainforest The magic school bus
19. Human body The magic school bus
20. Madeline European Adventures
ConclusionMark Warschauer proposes three phases of CALL: 1. Behavioristic CALL, 2. Communicative CALL, 3. Steps toward Integrative CALL ( Multimedia, The Internet). The outcome of these CALLs are self explanatory. The materials we have come across are also of these types of CALLs.
Only we need to find the aim behind all these materials. This will become true as we go on using all such materials.
Once we accept computer as Tutor we and our pupils have different exposure to Grammar, Listening, pronunciation, Reading, text Reconstruction, Vocabulary, Writing and Comprehensive. We also found computer as Stimulus. When we look Computer as Tool we learn Grammar Checkers, Concordancers and Collaborative Writing. There are still many more things we need to know about this wide world of web.
Some of our teachers asked us at RETIF about the time to do or to use all these types of materials. We had one and the only answer.-'Where there is will there is way'.
We are sure, you too, if interested, can find much more than what we are looking for.
Our pupils surprised us when they followed our simple direction and produced similar materials on their own and perhaps helped us in giving practice to our pupils to the new exam types.
Hope this idea has enlightened you and instigated to do much more than what we have been doing. We have tried to expose you to a number of ways and means to use CALL materials.
We wish that you find them useful and make best use of them. This can be done as 'gap fill' items and in any other appropriate time.
REFERENCES
1. Athelstan. (1995). Technology and language learning yearbook, vol. 6. Houston, TX:Athelstan.
2. Apple tree - http://www.maritocorp.com/
3. Dunkel, P. (Ed.). (1991). Computer –assisted language learning and testing: Research
issues and practice. New Tork, NY: Newbury House
4. Hardisty, D.,& Windeatt,S. (1989) CALL. Oxford: Oxford University Press
5. Healy, D. (1995). Something to do on Tuesday Houston:Athelstan.
6. Healy, D., & Johnson,N.(Ed.). (1995) TESOL CALL interest section software list.
7. Higgins, J. (1998). Language, learners and computers. London: Longman
8. Jones, C., & Fortescue, S. (1987). Using computers in the language classroom.
London:Longman
9. Kenning, M.-M.,&Kenning,M.J.(1990). Computers and language learning: Current
theory and practice.New York: Ellis Horewood.
10. Kids media - http://www.bicsindia.com/
11. Musikfine - http://www.maritocorp.com/
12. Nunan D. (1992) Research methods in language learning CUP, p.2)
13. Pebbles series - http://www.pebbles.in/dia.com
- http://www.dovecd.com/
14. Pennington, M. (Ed.). (1989). Teaching languages with computers: The state of the art. La Jolla,
CA: Athelstan
15. Schank, R. C., & Cleary, (1995). Engines for education. Hillsdale, NJ: Lawrence Erlbaum
Associates
16. Taylor, M. B., & Perez, L.M. (1989). Something to do on Monday La Jolla, CA: Athelstan.
17. Thompson,J,&Parsons,J.(1995). ReCALL software guide=4, 1995. Hull, UK: CIT Centre for
Modern Languages, University of Hull.
18. Tribble, C., & Jones, G. (1990). Concordances in the classroom. Harlow: Longman.
19. Warschauer, M. (Ed.) (1995a). E-mail for English teaching. Alexandria, VA: TESOL Publications.
20. . Warschauer, M. (Ed.) (1995b). Telecollaboration in foreign language learning.Honolulu, HI:
University Of Hawaii Second Language Teaching and Curriculum Centre (University
of Hawaii Press).
21. Warschauer, M. (Ed.) (1996). Virtual connections: Online activites and projects for networking
language learners.Honolulu, HI: University Of Hawaii Second Language Teaching
and Curriculum Centre (University of Hawaii Press).
22. Word bird's Word land - www.wordbirdswordland.com
APPENDIX 1
Kids’ Media
Kids’ Media is a curriculum-based educational software. It is a series of five CDs containing activities for five to six subjects two different levels. The list of subject areas is English, Maths, Science, Skill set, Games, Tour and Story Time.
First the user chooses a subject area. There are three items under the heading English, namely:
1) Grammar
2) Vocabulary and
3) Rhymes.
GRAMMAR
In CD 2: Nouns and Pronouns
The definitions of noun and sentence
Identification of parts of speech
Types of noun (common noun, proper noun, collective noun and abstract noun)
In CD 3: Adjectives, formation of adjectives and kinds ofadjectives
In CD 4: Verbs and Kinds of Verbs (Transitive, intransitive and
auxiliary)
In CD 5: Tense, Forms of Tense (12 tenses)
VOCABULARY
In CD 2: Demonstrative Pronouns (This, that, these and those)
In CD 3: Degrees of Comparison (definition and explanation)
In CD 4: Forms of verbs (Infinitive, Present tense, Past tense,
Present Participle and Past Participle)
A list of verbs in all the five forms is given and an
explanation on how to form regular and irregular verbs.
Each section begins with a definition and proceeds to an explanation of the topic. Spend time with your pupils here. If your pupils can understand this information well, it will be easier and more motivating for them to proceed to the next step i.e. exercises.
EXERCISES
These are categorized in different levels (Level 1, Level 2 and Level 3). As the pupils do the exercises they are told whether they are wrong or right. Marks are also awarded at the end of the exercises. There is a time limit for each question. This helps pupils to be quick and attentive.
RHYMES
In CD 2: 1. Ants in a hurry
2. Dinga Dinga
3. If You Could
4. On the Good Ship
5. This Old Man
In CD 3: 1. Mary Had a Little Lamp
2. Row Row
3. She’ll be coming
In CD 4: 1. Animal fair
2. Twinkle Twinkle
In CD 5: 1. Hokey Pokey
2. Three Blind Mice
Through rhymes pupils are encouraged to learn a number of new words, their meanings and their usage in given situations. In some rhymes, the words are shown below for them to read. Pupils read, hear and see the actions, which together promotes effective learning. Rhymes also provide a good pronunciation model for the pupils to follow. They can even act out the rhymes, as most of them are action songs.
STORY TIME
A further relevant area is Story Time.
In Story time pupils listen to stories scripted so that they can be understood easily. It is intended that pupils who watch and listen to the story will remember it for life. Among the titles are:
In CD 2: Truth Never Fails
In CD 3: The Good Samaritan
In CD 4: Wolf Wolf
In CD 5: The Greedy King
After watching and listening, pupils are given the opportunity to retell the story, which gives them the chance to recall what they have heard and seen and to personalize it. Listening to each story means pupils are hearing correct pronunciation too. Each story has a moral and at the end of each story a question is asked about this or another aspect of the story.
APPENDIX 2
Word Bird’s Word Land
This is a single CD containing 20 topics, all in English, designed mainly for beginners. Here pupils get lots of chances to learn new words, to hear them with correct pronunciation and to practise the spellings of the words they learn.
When you play the CD-ROM the first thing you see is the introduction. Then go to the menu screen to choose a subject.
It covers the topics such as:
1. Numbers 11.Lessons
2. Colours 12.Sports
3.School 13.Clothes
4.Family 14.The body
5.Farm animals 15.Weather
6.Fruits and vegetables 16.Food
7.Rooms 17.In the country
8.Furniture 18.At the sea
9.Buildings 19.Wild animals
10.Jobs 20.Transport
Vocabulary.
Many of our pupils lack the strategies for learning vocabulary effectively. I found that pupils who are acquainted with these types of task-oriented activities developed greater motivation for learning and developed strategies for learning vocabulary independently.
Spellings:
When pupils type the spellings of a word, they have a possible chance to remember the spelling for ever. I found that using the spelling section helps children to get to know the computer keyboard as well as learning to spell the words.
APPENDIX 3
Read and Spell (623 MB) Pebbles
Age: 5 & above
To improve reading, spelling, listening and comprehension skills.
Pebbles presents Read & Spell for children to learn spelling and to improve English reading, listening& comprehension skills in an easy & entertaining way. Over 500 words to spell and 15 different activities to give many hours of fun and learning.
I. Spelling section : 1. Dictation 2. Spell Quiz 3. Visual spell 4.Spell fill
5. Spell catch 6. Spell Jumble 7. Spot the mistake
II. Reading section : * Hare & Tortoise * Diwali * Lion & Mouse * Speller ship
* Spot the word * Complete the sentence *Gandhiji
· learn spelling of more than 500 words in an interesting way
· Learn to recognize visually, common objects and spell them out
· Jumble improve word formation & recognition skills
· Improve listening comprehension
· Improve reading comprehension
· Puzzles to recognize words based on clues help improve thinking
An easy and user friendly approach to the liking of the children will enthuse them tremendously to improve their reading, spelling, listening and comprehension skills manifold and use the English language unhindered.
Context in our syllabus : Grade 8 Lesson 1 Homework
*Puzzles to recognize words based on clues help improve thinking
1. Dictation: There are 8 sets and
each set has 3 group
each group has 25 words in it.
This section is in two modes.
They are practice mode and Test mode
In the practice mode, you will hear the letters pronounced along with the word.
You have to listen to the word and type in the same. To check your spelling presskey.
In the test mode, only the word is pronounced and you have to type in the word.
You have to listen to the word and type in the same. To check your spelling presskey.
As teachers of English we ourselves will get training to conduct spelling tests for the grades we are teaching. A very good example has been given to us in this CD.
2. Spell Quiz : In this activity pupils need to click on the correct option.
There are 4 different spelling of each word given on the screen. Pupils need to use the mouse to click on the correct spelling.
3. Visual spell: In this activity a visual is given, letters of the word has been given in jumbled order. Under the visual there are blanks. Pupils have to drag and drop letters into the given blanks to spell out the word pronounced and complete the correct spelling of the word. If there is a need, clue has been given as support.
4. Spell fill : There are three SETS. They are: 1. Animals and birds, 2. Fruits and vegetables and 3. Places. In these activities pupils will have to drag and drop correct letters in the blanks to spell out.
5. Spell catch: In this activity the spellings of words fall from the top of the screen. Pupils have to use the arrow keys to move the boat below and catch the falling letters in the boat in correct order to form the word.
6. Spell Jumble : In this pupils are given a few words in a jumbled form on the screen. Pupils have to drag and drop letters from the jumbled words into the circles and blanks given to form correct words. It is also interesting to note that the alphabets inside the circles will form a new word when put together! There are two modes both practice and test.
7. Spot the mistake : In this activity, the words have been spelt wrongly. The pupils need to identify the words spelt wrong.
Stanislaus A.
Introduction
"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The greater teacher inspires." -William Ward
Until quite recently, computer-assisted language learning (CALL) was a topic of relevance mostly to those with a special interest in that area. Recently, though, computers have become so widespread in schools and homes and their uses have expanded so dramatically that the majority of language teachers must now begin to think about the implicationsofcomputers for language learning.(Mark Warschauer 1996) Teaching is an exciting profession. If you have the zeal and passion to make learning fun, then teaching would be a worthwhile experience.
This presentation aims at superior teaching. This will become true if we have the passion to make learning fun and make your pupils experience the joy of learning English in many ways.
When we were young, our evenings were occupied with physical activities such as football, volleyball etc. Nowadays in the evenings, increasing numbers of pupils spend their time playing computer games. Science and technology are bringing about rapid changes in our system of education too. We now recognize that simply to teach the textbook in a traditional way is to take a very narrow view of the learning process; that we need to provide a broader educational experience for our pupils; that we need to provide them with more interesting approaches and varied exposure to English.
Years ago, it was said that the teachers have to read a lot to keep themselves updated. Now we can say that language teachers need to develop confidence in using computer technology in their own classrooms.
How can we adapt our teaching methods to take advantage of the new technological skills that pupils are developing? As teachers coming to terms with new technologies for learning, we should experiment, try out our own ideas, share ideas and learn from each others’ experiences. In this presentation we're going to share with you our own action research aimed at finding ways to improve our children’s learning of English through computer-assisted language learning. I am going to describe how we carried out a small scale classroom investigation using Action research. Good teachers do this naturally as they think about what went well and what was not so good in their lessons and make plans to further improve their teaching. We decided to use the same process in more depth to help us improve the language learning experience we could offer to our pupils and so develop professionally as teachers.
The stages of our research project Nunan (1992) describing classroom research describes 4 key elements in the research process: a problem or hypothesis to investigate, a research question, data that is collected by the researcher, and analysis and interpretation of that data. (Nunan D (1992) Research methods in language learning CUP, p.2)
In order to carry out research with our own pupils, we realized weneeded to plan it carefully, to make sure we would get results we could trust. Broadly we followed these stages:
Planning
1. We identified the problem or question or hypothesis we wanted to investigate
2. We read what other people have written about the research topic
3. We decided on a research question to be investigated
4. We chose the learners to be studied
5. We made arrangements to do the research
6. We decided on a research method
Doing
7. We gathered our data
Analysing and interpreting
8. We organized our data
9. We analysed our data
10. We decided what is important in the data and what it tells us
Reporting
11. We wrote up the research as a report
My research question
First we wanted to develop a good research question, one which would open us up to change.
We wanted the research question to be narrow because we wanted our research to be small-scale and manageable. We started from our problem.
Problem
Our pupils do not seem to have a motivation or an interest in learning English well.
QuestionHow can task-oriented computer-assisted language learning motivate and improve the language learning experience of our pupils?”
Intended outcome of the research
To find ways in which technology can improve the language learning experience of our pupils.
Our Research methodsThere are basically 4 methods that a researcher may use.
Measuring:There are different ways in which the researcher can measure performance, e.g.:We can set a test and analyse the results
We can observe a lesson and see how many times something happens (e.g. How many times did pupils use English during the session?
1. We tried with some of the CDs that were in our school LRC such as:
Word bird's Word land and Kid Prix etc. to teach spellings and pronunciation.
2. We tried them not in our usual English Language lessons but in the extra periods that were assigned to us.
4. We then slowly introduced these activities in the context of our lessons and activities.
Observing:
We can observe pupils working on the computer and make notes
We can video or audio record a lesson
1. We realized that our pupils were showing interest in this way of teaching. Pupils who were not
active during English Language lessons showed a lot of interest in learning English.
2. We observed the difference in pupils' interest in learning English.
Asking about what happens:
We can interview pupils about the experience of working with task-based learining materials on the computer
We can ask pupils to report what is going on in their minds (e.g. when they are trying to work out a new word)
We asked our pupils the difference they noticed in this way of learning.
We asked the pupils why they like this approach.
Controlling (Doing things differently to see if they succeed):
We can try out the new approach to see if it is more effective in motivating pupils to develop their English.
We decided the following methods were most appropriate to our research:
Stage 1
1. To collect any such materials that relates to different components of English.
2. To relate them with our syllabus.
3. To find appropriate time to use this method of teaching English language.
Stage 2
1. We presented this approach in (RETIF) Regional English Teachers and Inspectors Forum.
2. We also showed some our pupils' works in this regard.
3. We looked for any such materials used by teachers here in the Sultanate during our basic education cycle 2 and collected some materials.
4. One of us received training and attended sessions (Technology) in Leeds on using such materials and collected some of the materials from there.
2
Data
The main kinds of data that a researcher can collect are quantitative and qualitative data:
Quantitative data
Is in the form of numbers
Comes from research methods that measure and control variables
Is often collected from an experimental approach
Has the problem that the situation in which the data are collected may not be natural
Values objectivity
Qualitative data
Is often in words
Comes from methods that involve watching and asking people about their behaviour.
Sometimes quite difficult to analyse because we have to organize it. (We have to look for examples of pupils saying or doing the same thing)
We analyse it by looking for data that are similar or very different
Tends to be more subjective
For our research we decided to collect the following kinds of data:
Qualitative data
We wrote notes on our experiences and notes on our discussions with our pupils.
Most of our data came from watching and asking our pupils about their experience.
Our teachers' experience in using these materials.
We analyzed it by looking for data that were similar or very different
Sometimes it was quite difficult to analyze because we had to organize it. We had to look for examples of pupils saying or doing the same thing. ( It tended to be subjective.)
Quantitative data
We also analysed post-tests based on the computer task-based activities.
Our pupils produced similar test materials and we had variety in their work all done in computer.
The Action Research Process
Our Action research was basically a series of reflective teaching cycles, a circular sequence of stages of a research process, like a spiral.
EXPERIENCE
PLANNING ANALYSIS &
FOR ACTION REFLECTION
LEARNING
Explanation of the Action Research cycle
Cycle 1
Experience
Identifying the problem
Analysis and reflection
Defining why the topic interested us
Learning
Finding out more about it e.g. by talking to colleagues, reading about it from published literature
Planning for action
Developing a plan of action to improve what was happening in our classes
Cycle 2
Experience
Implementing the plan in a number of lessons
Analysis and reflection
Observing the effects of the action.
Analysing the data from implementing the plan
Considering our own thoughts about what happened (or didn’t happen!) and why.
Learning
Going back to the literature.
Holding more discussions with other teachers.
Planning for action
Reflect on our new understanding from the experience, analysis,
reflections and learning, as the basis for further planning:
Developing a further plan for classroom action
Deciding on methods of recording that action
Cycle 3
Experience
Implementing the revised plan in one or more lessons
And so on. As every cycle automatically generated a new one, each building on the experience from the one before, it was really more like a reflective teaching spiral than a cycle.
We further carried out our research for the last two years and continue to do but this time more systematically. The search began with just a very few materials in our teacher's kit (teachers' portfolio). Today we have more than thirty CDs and variety in our teaching. We also found the pupils response in their work, development in their learning. The slow learners seemed to be more competitive with the others.We decided to follow the same method and continue to get response from both pupils and the teachers who use CALL in their classroom.
The CALL packages we used
Our research question was, “How can task-oriented computer-assisted language learning materials motivate and improve the language learning experience of our pupils?”
We recognized that we have a limited time in our curriculum, so we were looking for materials that could be used in short periods of time, perhaps one lesson each week. We found a number of computer-based language learning packages and today we would like to describe them to you. If you spend time searching we're sure you’ll find many more similar packages. Some are already available in LRCs in our schools. We only need to know how to use them.
The packages we used are based on the following pedagogical principles:
1. Children learn best in a stress-free environment. I think the LRC is a good
example of this kind of stress-free, learning environment.
2. The development of receptive skills (listening, seeing and learning
comprehension) normally takes place before the development of
productive skills ( writing and speaking). In these packages the level of
language input is higher than the level of language production expected of
children. The activities at beginner level in particular have been
chosen because they enable children to participate.
3. The content of lessons and exercises should be related to children’s
knowledge of the world and to their cognitive level. In the packages I am
going to demonstrate, the content is related both to children’s knowledge
of the world and to their cognitive level.
4. Young children do not have a long concentration span. Variety during
the lesson encourages greater concentration and increases the children’s
enjoyment. The activities in these packages are interesting, varied and
manageable for children to carry out in short periods of time.
5. Young children have an active short-term memory but need continual
recycling to store items in their long term memory. In these programmes
language is constantly recycled through a wide variety of activities. These
build children’s confidence and avoid boring repetition.
4
6. Children learn by doing. The lessons and the exercises in the packages
I’m going to demonstrate all require children’s active participation.
Children are given the opportunity to experience English through
activities that require physical involvement such as doing Total Physical
Response activities, participating in Quizzes, etc.
7. Children like to play with the language. The CDs I’m going to discuss
include a wide variety of songs, rhymes, and games.
8. The development of effective learning strategies can aid children in their
language learning. Computer-assisted language learning offers one way in
which children can develop their learning strategies. The kinds of tasks
these packages offer can be carried out individually or in pairs or groups,
which encourage involve co-operation, adaptability and sharing and allow
all children to contribute their particular skills or knowledge to the task.
9. Group and pair work foster socialization by encouraging children to share
information.
All the following multimedia aids are from Multimedia Products. They are easily available, ready made language learning aids containing task-oriented activities. We found them all useful for our students in adding variety to the language learning process, in motivating them to be more positive about learning English. We used them at least one lesson every week to add variety to the syllabus.
Technical support
To view most of these CDs we required Quick Time and Shock Wave. (Click on the install buttons to launch the wizards, which will guide you through the installation. After installing Quick Time and Shock Wave, restart the computer. These installations are required only first time you run Kids’ Media. Before you run the programme make sure that your monitor is set to 800*600 pixels (High color (16 bits) or True color (24 bits)). For good performance you will need 64MB RAM.)
Practical suggestions
* Look after your CD-ROM. Always keep it in its case. Don’t leave it shiny side down on a table. Hold it by the edges.
· When we first introduce working on a computer, the children are bound to be very excited. So let the first day be a big event and let them all crowd round the screen to see what is happening. By the second day they will have calmed down.
· Children will become independent on the computer very quickly but don’t forget how important adult support and encouragement is. Sit with them and share their enthusiasm.
· In the LRC, three children can sit round the screen taking turns to control the mouse. One of them can be a leader to note the scores of each child.
· Children will learn many new skills using a computer. Don’t neglect the traditional skills such as handwriting, colouring and craftwork. See the Activity Book for practical ideas. Double up on skills, don’t halve them.
Requirements:
1. A laptop
2. An LCD projector
3. A display screen
Titles of the CDs:
1. Kids’ media-5 CDs Appendix 1
2. Word Bird’s Word land Appendix 2 academy
3. Read & Spell Appendix 3 Pebbles
4. Fruits & Vegetables Rhymes Pebbles
5. Tales of Mullah Pebbles
6. Grandma Tales Pebbles
7. Pre School Pebbles
8. English Basics Pebbles
9. Fairy Tales volume 1&2 Pebbles
10. Kindergarten Essentials Apple Tree
11. Kindergarten concepts Apple Tree
12. Nursery Rhymes Musifline
Titles of the CDs: (continued)
13. A camp in nursery land Sound&vision
14. Nursery Rhymes Sound&vision
15. Kid pix The learning company
16. 5th Grade Adventures disc 1 The learning company
17. 5th Grade Adventures disc 2 The learning company
18. Rainforest The magic school bus
19. Human body The magic school bus
20. Madeline European Adventures
ConclusionMark Warschauer proposes three phases of CALL: 1. Behavioristic CALL, 2. Communicative CALL, 3. Steps toward Integrative CALL ( Multimedia, The Internet). The outcome of these CALLs are self explanatory. The materials we have come across are also of these types of CALLs.
Only we need to find the aim behind all these materials. This will become true as we go on using all such materials.
Once we accept computer as Tutor we and our pupils have different exposure to Grammar, Listening, pronunciation, Reading, text Reconstruction, Vocabulary, Writing and Comprehensive. We also found computer as Stimulus. When we look Computer as Tool we learn Grammar Checkers, Concordancers and Collaborative Writing. There are still many more things we need to know about this wide world of web.
Some of our teachers asked us at RETIF about the time to do or to use all these types of materials. We had one and the only answer.-'Where there is will there is way'.
We are sure, you too, if interested, can find much more than what we are looking for.
Our pupils surprised us when they followed our simple direction and produced similar materials on their own and perhaps helped us in giving practice to our pupils to the new exam types.
Hope this idea has enlightened you and instigated to do much more than what we have been doing. We have tried to expose you to a number of ways and means to use CALL materials.
We wish that you find them useful and make best use of them. This can be done as 'gap fill' items and in any other appropriate time.
REFERENCES
1. Athelstan. (1995). Technology and language learning yearbook, vol. 6. Houston, TX:Athelstan.
2. Apple tree - http://www.maritocorp.com/
3. Dunkel, P. (Ed.). (1991). Computer –assisted language learning and testing: Research
issues and practice. New Tork, NY: Newbury House
4. Hardisty, D.,& Windeatt,S. (1989) CALL. Oxford: Oxford University Press
5. Healy, D. (1995). Something to do on Tuesday Houston:Athelstan.
6. Healy, D., & Johnson,N.(Ed.). (1995) TESOL CALL interest section software list.
7. Higgins, J. (1998). Language, learners and computers. London: Longman
8. Jones, C., & Fortescue, S. (1987). Using computers in the language classroom.
London:Longman
9. Kenning, M.-M.,&Kenning,M.J.(1990). Computers and language learning: Current
theory and practice.New York: Ellis Horewood.
10. Kids media - http://www.bicsindia.com/
11. Musikfine - http://www.maritocorp.com/
12. Nunan D. (1992) Research methods in language learning CUP, p.2)
13. Pebbles series - http://www.pebbles.in/dia.com
- http://www.dovecd.com/
14. Pennington, M. (Ed.). (1989). Teaching languages with computers: The state of the art. La Jolla,
CA: Athelstan
15. Schank, R. C., & Cleary, (1995). Engines for education. Hillsdale, NJ: Lawrence Erlbaum
Associates
16. Taylor, M. B., & Perez, L.M. (1989). Something to do on Monday La Jolla, CA: Athelstan.
17. Thompson,J,&Parsons,J.(1995). ReCALL software guide=4, 1995. Hull, UK: CIT Centre for
Modern Languages, University of Hull.
18. Tribble, C., & Jones, G. (1990). Concordances in the classroom. Harlow: Longman.
19. Warschauer, M. (Ed.) (1995a). E-mail for English teaching. Alexandria, VA: TESOL Publications.
20. . Warschauer, M. (Ed.) (1995b). Telecollaboration in foreign language learning.Honolulu, HI:
University Of Hawaii Second Language Teaching and Curriculum Centre (University
of Hawaii Press).
21. Warschauer, M. (Ed.) (1996). Virtual connections: Online activites and projects for networking
language learners.Honolulu, HI: University Of Hawaii Second Language Teaching
and Curriculum Centre (University of Hawaii Press).
22. Word bird's Word land - www.wordbirdswordland.com
APPENDIX 1
Kids’ Media
Kids’ Media is a curriculum-based educational software. It is a series of five CDs containing activities for five to six subjects two different levels. The list of subject areas is English, Maths, Science, Skill set, Games, Tour and Story Time.
First the user chooses a subject area. There are three items under the heading English, namely:
1) Grammar
2) Vocabulary and
3) Rhymes.
GRAMMAR
In CD 2: Nouns and Pronouns
The definitions of noun and sentence
Identification of parts of speech
Types of noun (common noun, proper noun, collective noun and abstract noun)
In CD 3: Adjectives, formation of adjectives and kinds ofadjectives
In CD 4: Verbs and Kinds of Verbs (Transitive, intransitive and
auxiliary)
In CD 5: Tense, Forms of Tense (12 tenses)
VOCABULARY
In CD 2: Demonstrative Pronouns (This, that, these and those)
In CD 3: Degrees of Comparison (definition and explanation)
In CD 4: Forms of verbs (Infinitive, Present tense, Past tense,
Present Participle and Past Participle)
A list of verbs in all the five forms is given and an
explanation on how to form regular and irregular verbs.
Each section begins with a definition and proceeds to an explanation of the topic. Spend time with your pupils here. If your pupils can understand this information well, it will be easier and more motivating for them to proceed to the next step i.e. exercises.
EXERCISES
These are categorized in different levels (Level 1, Level 2 and Level 3). As the pupils do the exercises they are told whether they are wrong or right. Marks are also awarded at the end of the exercises. There is a time limit for each question. This helps pupils to be quick and attentive.
RHYMES
In CD 2: 1. Ants in a hurry
2. Dinga Dinga
3. If You Could
4. On the Good Ship
5. This Old Man
In CD 3: 1. Mary Had a Little Lamp
2. Row Row
3. She’ll be coming
In CD 4: 1. Animal fair
2. Twinkle Twinkle
In CD 5: 1. Hokey Pokey
2. Three Blind Mice
Through rhymes pupils are encouraged to learn a number of new words, their meanings and their usage in given situations. In some rhymes, the words are shown below for them to read. Pupils read, hear and see the actions, which together promotes effective learning. Rhymes also provide a good pronunciation model for the pupils to follow. They can even act out the rhymes, as most of them are action songs.
STORY TIME
A further relevant area is Story Time.
In Story time pupils listen to stories scripted so that they can be understood easily. It is intended that pupils who watch and listen to the story will remember it for life. Among the titles are:
In CD 2: Truth Never Fails
In CD 3: The Good Samaritan
In CD 4: Wolf Wolf
In CD 5: The Greedy King
After watching and listening, pupils are given the opportunity to retell the story, which gives them the chance to recall what they have heard and seen and to personalize it. Listening to each story means pupils are hearing correct pronunciation too. Each story has a moral and at the end of each story a question is asked about this or another aspect of the story.
APPENDIX 2
Word Bird’s Word Land
This is a single CD containing 20 topics, all in English, designed mainly for beginners. Here pupils get lots of chances to learn new words, to hear them with correct pronunciation and to practise the spellings of the words they learn.
When you play the CD-ROM the first thing you see is the introduction. Then go to the menu screen to choose a subject.
It covers the topics such as:
1. Numbers 11.Lessons
2. Colours 12.Sports
3.School 13.Clothes
4.Family 14.The body
5.Farm animals 15.Weather
6.Fruits and vegetables 16.Food
7.Rooms 17.In the country
8.Furniture 18.At the sea
9.Buildings 19.Wild animals
10.Jobs 20.Transport
Vocabulary.
Many of our pupils lack the strategies for learning vocabulary effectively. I found that pupils who are acquainted with these types of task-oriented activities developed greater motivation for learning and developed strategies for learning vocabulary independently.
Spellings:
When pupils type the spellings of a word, they have a possible chance to remember the spelling for ever. I found that using the spelling section helps children to get to know the computer keyboard as well as learning to spell the words.
APPENDIX 3
Read and Spell (623 MB) Pebbles
Age: 5 & above
To improve reading, spelling, listening and comprehension skills.
Pebbles presents Read & Spell for children to learn spelling and to improve English reading, listening& comprehension skills in an easy & entertaining way. Over 500 words to spell and 15 different activities to give many hours of fun and learning.
I. Spelling section : 1. Dictation 2. Spell Quiz 3. Visual spell 4.Spell fill
5. Spell catch 6. Spell Jumble 7. Spot the mistake
II. Reading section : * Hare & Tortoise * Diwali * Lion & Mouse * Speller ship
* Spot the word * Complete the sentence *Gandhiji
· learn spelling of more than 500 words in an interesting way
· Learn to recognize visually, common objects and spell them out
· Jumble improve word formation & recognition skills
· Improve listening comprehension
· Improve reading comprehension
· Puzzles to recognize words based on clues help improve thinking
An easy and user friendly approach to the liking of the children will enthuse them tremendously to improve their reading, spelling, listening and comprehension skills manifold and use the English language unhindered.
Context in our syllabus : Grade 8 Lesson 1 Homework
*Puzzles to recognize words based on clues help improve thinking
1. Dictation: There are 8 sets and
each set has 3 group
each group has 25 words in it.
This section is in two modes.
They are practice mode and Test mode
In the practice mode, you will hear the letters pronounced along with the word.
You have to listen to the word and type in the same. To check your spelling press
In the test mode, only the word is pronounced and you have to type in the word.
You have to listen to the word and type in the same. To check your spelling press
As teachers of English we ourselves will get training to conduct spelling tests for the grades we are teaching. A very good example has been given to us in this CD.
2. Spell Quiz : In this activity pupils need to click on the correct option.
There are 4 different spelling of each word given on the screen. Pupils need to use the mouse to click on the correct spelling.
3. Visual spell: In this activity a visual is given, letters of the word has been given in jumbled order. Under the visual there are blanks. Pupils have to drag and drop letters into the given blanks to spell out the word pronounced and complete the correct spelling of the word. If there is a need, clue has been given as support.
4. Spell fill : There are three SETS. They are: 1. Animals and birds, 2. Fruits and vegetables and 3. Places. In these activities pupils will have to drag and drop correct letters in the blanks to spell out.
5. Spell catch: In this activity the spellings of words fall from the top of the screen. Pupils have to use the arrow keys to move the boat below and catch the falling letters in the boat in correct order to form the word.
6. Spell Jumble : In this pupils are given a few words in a jumbled form on the screen. Pupils have to drag and drop letters from the jumbled words into the circles and blanks given to form correct words. It is also interesting to note that the alphabets inside the circles will form a new word when put together! There are two modes both practice and test.
7. Spot the mistake : In this activity, the words have been spelt wrongly. The pupils need to identify the words spelt wrong.
