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