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
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