Week 5 - au revoir et merci

Each week of my language learning challenge has offered an introduction to new and alternative computer based and online technologies (CALL) that contribute and enhance the language learning experience.  If we were able to transport students from last century into the present day, they would be amazed at the material available to coach, guide, correct, encourage and contribute to their learning of a second language.  The evolution of language learning from early computer labs to the autonomy and independence provided through the use of mobile devices has undoubtedly been a significant advancement. 

One would suspect that their initial reaction would be - WOW.  This is arguably what many contemporary language learners feel when they encounter some new software or a new website or can download a new app onto their mobile device.  However in evaluating technology, we should not be dazzled by the wow factor of the shiny new tool.  As a user, we are urged to critically evaluate the technology especially as it relates to our needs and to investigate what affordances are provided.  Chapelle states that CALL has in the past been seen as an “experiment requiring scrutiny and justification beyond what is expected of other classroom activities”. It is against this framework that I conclude my language learning challenge this week. 

At this point, I would restate my learning goals:

a.             To undertake a minimum of 45 minutes per day of language study utilising two varying technologies.

b.             To quantify an improvement in my listening, speaking and comprehension of French at the DELF A2 level.

Furthermore, to assess my progress, I have undertaken the following evaluation tasks:

a.             Completion of the DELF A2 online listening tests.

b.             Completion of the Tex Grammar assessments at the end of each lesson.

Criteria for CALL task appropriateness

As Mike Levy suggests, Carol Chapelle’s work in the area of CALL has been quite significant.  In my final evaluation of the technology used throughout the past weeks, I have adopted Chapelle’s six conditions for task appropriateness.  I believe these criteria provide a concise snapshot of the affordances and constraints of the respective technologies.

a.       Language learning potential – both CoffeeBreak French and Tex Grammar can be seen as activities that are designed for language learning rather than merely language use.  Users are not only provided with opportunity to practise but the emphasis in each technology is upon instruction.

b.      Learner fit – it is important that CALL be sensitive to individual learner needs and differences.  I found that neither program had the ability to modify its structure to reflect a level of appropriateness according to my needs.  However I selected both programs having already established an understanding of the level at which they were targeted.

c.       Meaning focus – CoffeeBreak French effectively meets this criterion in that it provides language that allows users to accomplish something or exchange information eg.  Shopping, dining.  On the other hand Tex Grammar differs as users are engaged in activities such as completing sentences with correct verbs, adjectives or nouns.

d.      Authenticity – this term refers to the relationship of tasks both inside and outside the classroom.  Learners are often more motivated by the way in which they see that language can be used outside the classroom.  Once again, I would argue that CoffeeBreak French is effective in this area.  However I have also found that through its instruction and practise methodology, Tex Grammar has improved my language skills and subsequently enabled me to engage in further practise outside the classroom of my computer.

e.      Positive impact – Chapelle states that CALL tasks should engage learners in a way that encourages them to be interested in the target culture and therefore afford greater opportunities to communicate in the target language.  Both technologies have provided this benefit to me, albeit with Tex Grammar’s Facebook page rather than its online tutoring program.

f.        Practicality -  in today’s technologically privileged classrooms, I would argue that the opportunity for students to engage with both programs has become increasingly accessible.  The mobile application of both technologies provides even greater opportunity for engagement.

The big reveal – has there been any improvement?

I read a comment earlier this week from a student who was asked why they had responded to an assignment question in a certain manner.  His response….I had to so I could pass.  While this has no doubt been a contributing factor to my undertaking the language learning challenge, it was not my primary focus.  It is and has been my goal to achieve fluency in French.  The challenge has provided valuable information regarding my preferred learning style in conjunction with an introduction to a world of CALL.  My previous strategies have been quite traditional (ie. Grammar translation/audio lingual) but through the past few weeks, I have observed the benefits that a range of tools can provide.

Did I meet my goals?  Overall I am satisfied with my completion and commitment of the task.  On most days I completed 45 minutes of language study which included listening to podcasts, engaging with respective Facebook pages and completing grammar tutorials.

Did I improve?  Having completed three DELF A2 listening assessments with a score of 100% on each as compared with a 60% result at the beginning of Week 1, I consider that my listening skills have shown positive progression.  Additionally, my increased confidence in my listening capability has motivated me to watch a number of French films and videos without the use of sub-titles.  While I am far from full comprehension, my understanding has increased.

One of my objectives in using Tex Grammar was to revise key French grammar that I felt was missing from my learning of French in previous university classes.  From nouns to adverbs and beyond, I have successfully revised these building blocks of French language (90 – 100% accuracy achieved on most tests).

The last word

And so, mes amies, it is here that my blogging journey concludes.  While I would aspire to providing some insight into second language acquisition through adopted technology, I would suggest that it is me who is in fact the beneficiary of this brave new world.

A final quote…

“Into the face of the young man who sat on the terrace of the Hotel Magnifique at Cannes there had crept a look of furtive shame, the shifty hangdog look which announces that an Englishman is about to speak French.”

― P.G. Wodehouse, The Luck of the Bodkins

Week 4 - the journey progresses

Hello again and thanks for joining me at the end of Week 4 of my language learning challenge.  During the past week I have continued work with both CoffeeBreak French and Tex Grammar in accordance with my original plan.  As part of this process, I reviewed my blog proposal to ensure that I had remained on task.  Generally, I have found that I have been able to successfully complete the study with the online language tutors.  While there has been anecdotal evidence of improvement in my listening and writing skills, primarily through increased confidence with the second language, I felt it obligatory at this stage to undertake some formal assessment.  Details and results are presented at the end of this week’s blog.

However, in reviewing my chosen language learning technologies, I have also completed an evaluation of their performance within the sphere of language learning social networks and communities.

Technology #1 – CoffeeBreak French

a)      Since first listening to the podcasts, I have discovered that a Facebook site exists for this program – it has approximately 26,000 people following the site.  Posts provide information in both English and French and allow responses from the community.  These are subsequently corrected by the program administrators, thereby supporting reading and writing skills as well as grammar and vocabulary.   Additionally, video links are posted and these assist with listening and comprehension.

b)      Language learners could be motivated to participate in this community as it is readily accessible, provides free learning support, is interactive as there is direct comment from the team at RadioLingua.  Perhaps most beneficial is that it allows connection with other language learners of all levels and this affords a more authentic language learning experience.

c)       Multimodal features are somewhat limited, however the site posts a number of video links which are helpful.  Another feature of the Facebook page is that members are able to send voice recordings which may be used on future podcasts.

d)      I have found that participating on this site is much more informal and relaxed than traditional learning environments.  Posts are frequently based on an aspect of French life which is an aspect that I find particularly enjoyable. 

e)      The material posted is relevant, current and authentic and appears to appeal to a wide range of students.  Although the site is informal, there is feedback and corrections for grammatical errors.

f)       My approach to language learning in this environment has been to post comments in response to the topics being presented.  This has certainly assisted my sentence structure and vocabulary.

g)      Safety concerns with this site, as with any other social media, can be reduced through the use of the program privacy settings.  However, as a Facebook user, you do become the recipient of target advertising.

h)      My experience with this site has not provided any evidence inappropriate content or racist stereotypes.  The community seems to be genuinely committed to the further advancement of language learning.

Technology #2 – Tex Grammar

a)      Social networks can also be effectively employed with my other learning challenge technology – Tex Grammar.  This program has also developed a Facebook interactive page (Français Interactif) that allows language learners to participate in forums and discussions.  Unlike the Facebook page for CoffeeBreak French, Français Interactif provides a platform for developing language skills with strong cultural emphasis.  There are posts with links to film and music videos together with articles depicting French history and culture.   In addition, there are frequent posts with instruction on the contemporary use of French in modern society eg. Top 10 des insultes françaises expliquées.

b)       In using this Facebook site, I have found that my language learning has been enhanced through the provision of more authentic use of the language.  While my learning style generally sits more comfortably with traditional learning methods ie. Grammar translation and audiolingualism, I have discovered that from a motivational perspective, participation in social networks that focus on interactivity have not only tested my language skills but provided renewed interest and enthusiasm.  I consider this to be of significant benefit as repeatedly, results show that time on task is one of the key indicators for second language acquisition.

Assessment

At the end of Week 4, I have undertaken a number of self-assessment tasks as part of my action learning strategy.  In the previous weeks, I have identified my language learning challenge, prepared my proposed strategy and implemented a plan which would hopefully provide signs of improvement in my language skills.  As mentioned in the original proposal, my assessment was to complete the DELF A2 listening skills test and written grammar tests provided by Tex Grammar.

At the following link - http://www.ciep.fr/en/delf-prim-delf-delf-junior-version-dalf-diplome-detudes-langue-francaise-diplome-approfondi-langue/sample-papers - sample papers and audio are provided.  I have completed two of the listening skills tests.

 While I found the pace of speech somewhat faster than that used in CoffeeBreak French, I was able to comprehend the audio sufficiently to be able to complete the tests successfully.  As yet my comprehension skills do not allow full understanding of the text on a word for word basis, I am satisfied that through my language learning challenge, I have been able to work towards an improvement in this area.
Through the completion of the written tests using Tex Grammar, I have been able to revise and reinforce grammatical aspects of French.  For me, it is the repetitive and structured focus of this technology that forms the solid base upon which I am most comfortably able to build my language skills. 

The Last Word

That’s it for another week.  Next week will provide a wrap up of my language learning challenge for SLAT2002.  However, I am sure that this will not be my last or final challenge in my journey to French fluency.

“The English language is like London: proudly barbaric yet deeply civilised, too, common yet royal, vulgar yet processional, sacred yet profane. Each sentence we produce, whether we know it or not, is a mongrel mouthful of Chaucerian, Shakespearean, Miltonic, Johnsonian, Dickensian and American. Military, naval, legal, corporate, criminal, jazz, rap and ghetto discourses are mingled at every turn. The French language, like Paris, has attempted, through its Academy, to retain its purity, to fight the advancing tides of Franglais and international prefabrication. English, by comparison, is a shameless whore.”
― Stephen Fry, The Ode Less Travelled: Unlocking the Poet Within

Week 3 - the story continues

Bonjour mes amies and welcome back to another week of blogging with Coralee as she continues to investigate and interrogate the affordances and constraints of language learning technologies.  I have recently been introduced to yet another suggested technology which I will be incorporating into this week’s activity.  Voicethread is a cloud based program that allows users to upload and share pictures, documents, and presentations as well as audio and video.  

This technology sits well within an asynchronous learning environment as it allows a learner to participate at a time convenient to them rather than more synchronous styles of learning such as a classroom. Greater flexibility within a learning environment affords learners, including language learners, additional opportunities for improvement and development. My experience with VoiceThread prior to tutorial was nil.  I can now say that my skills have greatly improved (despite some frustration with the technology and how to embed the program into my blog). 

Click on the play button above
 to go to my VoiceThread.

While there are tutorials available which are relatively simple to follow, I found that without creating a hyperlink, I was unable to insert the link.  Nevertheless, if you now go to the link above, you will be taken to the streets of Paris with some written, spoken and visual commentary from me.  Certainly a benefit of VoiceThread is its capability to be multimodal however I would argue it’s major affordance is interactivity.

  Certainly a benefit of VoiceThread is its capability to
be multimodal however I would argue it’s major affordance is interactivity.

Technology #1 – Coffee Break French 


Following another podcast from the team at CoffeeBreak French, I have now learned a little about our next student Alf, a retired English teacher who with his wife, is moving to the south of France and renovating a house.  However for something slightly different this week, I have reviewed the way in which VoiceThread could be utilised with this technology.  As the podcast currently offers no interaction between teacher and student, by embedding the recording into VoiceThread, students could share information and discuss the subject matter.  Written text could be included thus providing explanation of the grammatical points raised in the podcast.  

Technology #2 - Tex's French Grammar

In this week’s lesson with Tex, I have been revising the use of French adverbs, including their formation and placement.  The program follows the same structure as previous lessons ie. Instruction, practice and assessment /evaluation.   Once again, I have considered in what ways VoiceThread would enhance this technology and I have again concluded that being able to discuss the subject matter with a community of likeminded language learners would offer significant benefits.  Not only is there for participation from L2 learners but native French speakers could provide valuable authentic advice and /or instruction.  Copies of the Tex Grammar lessons could be commented upon, the text could be spoken and recorded and through the doodle or drawing capability, participants could notate in real time key points of interest.

The Last Word

It’s been quite a journey this week.  Despite being somewhat challenged by VoiceThread, I have discovered a useful aid to add to my arsenal of language learning strategies.

“Boy, those French! They have a different word for everything.”

― Steve Martin

Week 2 - evaluation methods

In this week’s blog, I will not only be reflecting upon my progress with concurrent language learning technologies but I will also be providing detailed evaluation in accordance with a ten point checklist proposed by Professor Mike Levy.  While it must be acknowledged that this checklist is not the sole method of evaluation, it does provide a comprehensive list of areas from which any language learning technology or website can be objectively measured.

Technology #1 – Coffee Break French

Coffee Break French has continued to provide an easily accessible podcast which I have generally listened to as part of my daily walk to and from work.  The 10 to 15 minutes of intermediate French are provided in a friendly and supportive manner from the show's host Mark.  His occasional interjections with additional grammar specifics frame the podcast as authentic and real life speech.

1.     Content:

In Lesson 2, we once again meet Katie.  The lesson opens with Katie reading from her journal in which she describes her past week.  The content of the program is approximately 50% in English and the 50% in the target language.  After a complete reading of the journal, the host and narrator, Mark, provides a limited break down of the text.  Many of the specific points are replayed in French and further explained.  At the conclusion of the podcast, Katie presents her text in full once again.

2.     Objectives:

In the free version of the program, there are no specific objectives identified.  It is inferred that comprehension will be improved through accessing the program.  This level is aimed at an intermediate level of French.  The presentation of the text a third time provides an opportunity to confirm what has been heard and understood.

3.     Documentation:

Coffee Break French does not provide any written material when accessing the program on a portable device as a podcast.  It does however off limited written content on its Radiolingua website.  The listener is nevertheless reminded in every episode that a complete copy of the text and additional notes are included if the premium version is purchased.

4.     Instructions:

As the podcast is essentially designed as a listening activity, there are very few instructions with the program.  In some episodes, the listener will be asked a question, followed by a short silence and the provided with a correction and/or explanation from the host.  Generally, I found this to be of little assistance however this was not a technology which I had engaged as an interactive tool.

5.     Student use:

The program is very easy to use and provided the user has access to a suitable device, will be able to listen to the podcasts both on and offline. 

6.     Program response to student:

As mentioned previously, the program affords no interactivity between the tutor and student with the exception of a few rhetorical questions.  I found the technology passive and this would impact students who required more of a wow factor.

7.     Program design:

Radiolingua has established an online presence that provides a similar language learning program in several languages.  It employs the same format for each language.  However it appears to be an evolving program that was originally intended for beginners but how now progressed to higher levels of instruction.  It has also developed an operating platform using Facebook (this would create more interactive participation).

8.     Technical quality:

As an iPhone user, I found the quality of the recordings to be of a high standard, easily obtainable and readily accessible.

9.     Motivational devices:

Personally, I felt that the program failed to offer much from a motivational aspect.  Listening each morning was an easy task as it filled the 15 minutes of my morning commute; however there was no incentive to move forward other than an interest in hearing the stories from the main characters.  

10.  Cultural perspectives:

A key affordance of the podcast is that provides authentic language in an authentic setting (despite the host having a Scottish accent).  The language school where the three protagonists attend is located in Nice and there are descriptions of the area and other cultural aspects including shopping and dining.

Technology #2 – Tex Grammar

1.     Content:

In this week’s activities, I engaged with additional grammar lessons, covering specifically determiners and definite articles.  While the section on determiners provided tutoring only, the section on definite articles afforded instruction, example and practise.  The program also offered limited listening activities to reinforce pronunciation.

2.     Objectives:

As in Coffee Break French there are no set tests or objectives to be achieved, the program does provide some options for self-testing and subsequent feedback.  In these instances, the technology continues to perform as a tutor as opposed to a simple tool.

3.     Documentation:

A print option is available within Tex Grammar which allows each lesson to be printed if required.

4.     Instructions:

The site is easily navigated through a comprehensive index page and allows for simple movement between various parts of the program. 

5.     Student use:

As this is a web based program it is necessary for the student to have access to the internet.  While this is a minor constraint, I believe the program would have greater appeal if it were available as an application that could be downloaded and used offline, incorporating mobile devices.

6.     Program response to student:

Once again, I felt that the program offered only limited interactivity between the tutor and student, albeit to a greater level than that provided by Coffee Break French. However, I have identified in this week’s work that the program links with Facebook and in this arena provides for question and answer forums.  As yet I have not engaged in the forums but have noted this for future study.  I did find that completing the tests was beneficial and seeing an improvement in my responses after taking the tests on a couple of occasions was motivating and satisfying.

7.     Program design and 8.   Technical quality:

Tex Grammar is not a bells and whistles website.  It has a simple format and design.  It provides connectivity with Facebook as well as links to other language assistance sites hosted on the University of Texas website.

9.     Motivational devices:

The program affords little as a motivational tool and as with Coffee Break French, self-discipline and a desire to learn and acquire new skills remains the primary motivation. 

10.  Cultural perspectives:

The program has been developed at the University of Texas and provides no evidence of learning through culture except perhaps reinforcing stereotypes by having its central animated characters of Tammy and Tex wear berets.

The last word

My experience this week has not been as encouraging as I had hoped.  I have found that choosing to listen to the same episode of Coffee Break French each day has become rather tedious and I am contemplating altering my original plan to include additional episodes.

And to wrap up for this week, words of wisdom from Dr Seuss.

 “The more that you read, the more things you will know. The more that you learn, the more places you'll go.”

A plus tard,

Coralee

Week 1 - where did that week go?

The first week of my language learning challenge has sped past rapidly (even more so when you consider that it was actually two weeks, thanks to the Christians and Easter celebrations).  Despite consuming Easter chocolate in Everest proportions, I managed to invest considerable time (almost but not quite 45 minutes on most days) in undertaking the tasks specified in my proposal.  Following advice from the invisible Mike Levy, I conducted an evaluation of the technologies that were being employed and these will be presented subsequently in this blog.

Technology #1 – Coffee Break French

To use this program, I have downloaded the podcast to my iPhone but am also able to access the weekly episodes on line.  The basic program is free of charge however the constant reminder that the “premium” material is available for subscription members is somewhat annoying.  As discussed in my proposal, I listened to the same episode daily for one week.  As my level of French was sufficient, I was able to undertake this language learning challenge from the start of Season 3.  Mark, the presenter, introduced us to an American student Katie, an Australian businesswoman, Veronica and Alf, a retired teacher from England.  All three characters are studying French at a language school in Nice.  As outlined by Mike Levy, I was chose to access this program employing the most optimal conditions available to me.  I would listen to the podcast on my daily walk to work – fortunately the journey allowed me to complete the entire lesson and so afforded significant convenience.  It was also undertaken in an environment of limited stress and/or anxiety, which enhanced the experience and learning ability.

Nevertheless, Coffee Break French could not necessarily be said to provide an interactive learning environment.  Within the podcast for Lesson 1, there is no opportunity for student response and the program acts primarily as a tutor.  It does however offer what I would consider a task based learning approach in that the presentation of language instruction relies on the participants providing real world diaries of their experiences.  In addition, Mark (the presenter) provides an explanation of key language points to assist listeners to understand the content.  The free version of the lesson does not provide a line-by-line analysis of the text, however, in some aspects, I have found this more beneficial as it allows me to gain a general understanding of what is being said without the need for complete word by word comprehension.

During the course of the week, I listened to the same lesson daily as I felt that this would focus my attention and afford me a solidification of the content.  I am pleased to say that this has indeed been the outcome and at the end of week one, I think I could almost quote Alf, Veronica and Katie…perhaps that is a positive outcome, however by day 7, it was becoming a little repetitive and I’m looking eagerly to hearing more of their language learning journey in Nice.  The program offers no rewards for participation or acknowledgement of completion of the lesson.  It does provide for autonomous use however this may prove a negative point if the user is not significantly self motivated.  From a cultural perspective, I felt that little was offered by the technology in this area.  The dialogue was from authentic French speakers and the listener was assured of accuracy.  There was little to engage the listener in broader aspects of French culture.

Technology #2 – Tex Grammar

I have long been a fan of this website and it resonates strongly with my preferred learning style – a visual learner.  It is structured well and provides detailed instruction on specific grammar for French leaners.  The cartoon characters of Tex and Tammy are appealing and add a touch of humour to what could be considered a somewhat dry and boring aspect of language learning.  The website is simple to follow, provides interaction through Facebook and allows for assessment and feedback via online tests.  In evaluating this technology, it could best be described as being a tutor rather than merely a tool for use by students. 

As part of my proposal, I planned to engage with Tex Grammar for 30 minutes each day.  At the end of week 1, I am delighted to report that I have been able to achieve this result on six out of seven days.   The fact that I was unable to achieve seven consecutive days should not be viewed as a shortcoming of the technology but simply a result of my overcrowded schedule. 

My approach was to simply begin at the first topic and then proceed through the list of nouns, determiners, adverbs, adjectives and verbs.  Each subject is presented in English with clear explanations however I have found that the explanations generally offer broader context than that often found in French grammar text books.   During the initial lessons there are few assessments and so effective feedback is not provided to the user at this stage.  From my previous knowledge of this website, I understand that this early information is incorporated into later tests. 

The last word

After one week, it would be premature to offer a full assessment of the above technologies.  I remain committed to continuing with the programs and my motivation to improve has increased as a result of my regular engagement on a daily basis with language learning.  From an anecdotal perspective, it is my belief that time on task will continue to provide the most positive outcome.  Indeed, utilising language learning technologies offers increased variety, which in turn, meets the diverse needs of contemporary language learners.

Following on from last week’s quote, here is another that supports the acquisition of a second (or third, or fourth) language

“One language sets you in a corridor for life. Two languages open every door along the way.”

― Frank Smith, To Think: In Language, Learning and Education

A tout à l'heure.

Coralee