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
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