英国布里斯托大学.ppt

Use of Use of Computer Technologies in Computer Technologies in Online English Language EducationOnline English Language Education邹邹斌斌英国布里斯托大学英国布里斯托大学教育研究生学院教育研究生学院Bin.zoubristol.ac.ukTheoutline:IntroductionOnlineopportunitiesOnlinesupportandcollaborationTeachersroleintechnologyOnlineprogrammesforlanguageteachingandlearning Blackboard,WebCT,Wimba,ElanguagesChallengesConclusion1.Introduction1.IntroductionTheaim:provideabriefoverviewofframeworkofpreviousstudiesforonlinelanguageteachingandlearning,anddiscuss:whatcomputertechnologiescanoffertolanguageeducationwhatkindsofnewrolesexistforlanguageteacherswhatproblemsappearinonlinelanguageeducationAsPaulsen(2001:1)reveals:“It is no longer a question of whether to takeadvantages of these electronic technologies inforeignlanguageinstruction,butofhowtoharnessthemandguideourstudentsintheiruse.”2.Online opportunitiessomeresearchersrevealthattheInternetprovidesmanyopportunitiesforonlinelanguageeducation(seeSwaffaret al.,1998andCiccoet al.,1998andPacheler,1999).Lankshear,et al.(2000)considerthattheInternetcanleadstudentslearningintomoreglobalizedcontexts.Dr.WoolgarhighlightedattheinternationalconferenceofCAL(ComputerAssistantLearning)05:VirtualLearning?attheUniversityofBristol,UKinApril2005,“Themorevirtual,themorereal;themoreglobal,themorelocal”.Andriessenet al.(2003)statethatwiththepossibilitiesofonlineprogrammes,learnerswhocannotattendface-to-facecoursesanddiscussionshavemoreopportunitiesinonlinelearning.Onlinelearningcanprovideawonderfulopportunitytodevelopcompetency,independentlearningskills,self-efficacy,creativityandworkinginteams(Hase,CairnsandMalloch,1998).Jolliffe,et al.(2001:1)remark:“Computerspeedandstoragecapacityisdoublingeveryhalf-yearitisexpectedthatby2015theentiredevelopedworldwillbeonline.”SomeresearcherssuggestthatlanguageskillscanbepromotedontheInternetbyuseofdialogueonline.e.g.CoomeyandStephenson(2001)suggest:*Dialoguecanbeemployedinonlinecoursesbye-mail,bulletinboards,chatroomsandgroupdiscussion.*Dialoguecancoverstudentsrepliestotutorsquestions,discussionbetweenlearnersandtutors,amonglearnersandintutorials,orevenindebatesandrole-play.3.Online support and collaborationOnline support and collaborationSupportSupportOnlineprogrammesshouldoffersupportandcollaborationforlanguagelearners.Lankshearet al.(2000)supportthattheInternetwillencourageteachersandstudentstoworktogetherandtoparticipateincollaboration.Thefeedbackinonlinelanguagelearningisstillasimportantasintraditionalstudy.“Inalmostallcasesstudentssaythateffectiveproceduresforinstructor/tutor/peerfeedbackarethemostimportantfeaturesofasuccessfulonlinecourse.Studentsusedtomoretraditionallydeliveredcoursesseemtoexpectmoretraditionalfeedbackandfrustratediftheydonotreceivethelevelofattentiontheyexpect.”CoomeyandStephenson(2001:39)collaboration Veerman(2003)suggeststhatcollaborativelearningisparticularlyachievedwhenlearnershavediscussionsandarguments,shareinformationandsharethesolutiontoproblems.Gunawardena,et al.(2001)supporttheideathatthecollaborativelearningenvironmentcanhelpstudentssupporteachotherindiscussion.Onlinelearningcanincreaseinteractionandcollaborationbetweenlearners.Chapelle(2001)pointsoutthatstudentsautonomouslanguagelearningself-assessmentcanbewidelyavailablethroughthewebratherthanbeingtiedtoaparticularclass.Studentscaninteractwithlearnersfromalloverofworld,andtheycancommunicatewitheachotherforlanguagelearning.Chapelle(2003)alsoassessesthatcollaborationbetweenlearnersisconsideredasakeytolearningasecond/foreignlanguagebecauseoftheuseofscaffoldingintaskcompletion.Teachers role in technologyIncontrasttotraditionalclassroomteachingmethodology,languageteachersneedtothinkabouttheteachingmethodologyandteachersroleinusingtechnologyinteachinglanguages.Grabe,et al.(2004)suggestthattheteachersroleistohelpstudentsintheirownlearningintheuseofnewtechnology.Theyhighlight:“BlamingtechnologyforisolatingstudentsorengagingtheminpassiveactivityislikeblamingheavyrelianceonworksheetsontheNo.2pencil”(2004:12).Lovelesset al.(2001)describefourimaginativeandcontrastingrolesofteachersusingtechnology:amanagerofcollaborativeteaching and learning,a director-actor,afacilitatorandadesigner.Jolliffe,et.al(2001:3)alsoargue:“Simplyusingasystemsapproach,however,isnot enough to develop Web-based learningmaterials successfully.Well-designed Web-basedlearningmaterialsalsousesupportingknowledge and keep instructional designprinciplesfirmlyinmind.”Forsyth,(1997:23)addresses:“In fact,lecturers will be just as important to thelearning process,but activities such as theguidance of student work will become morecentral to the lecturers role than the teachingfunction.Studentswillstilllearn,butlectureswillbecomecoordinators.”McNicol et al.(2002)highlight that computertechnologieswillcreateamoreflexibleeducationsystem,whichcanovercomecurrentbarriersofeconomics,distance and other disadvantages.When teachers become more familiar withcomputer applications and software,they coulddevelop strategies for teaching with computersandincreasetheamountofvariousmaterials.Ontheotherhand,however,PrainandLyons(2000)arguethatlearnerswillnotbe the lead players in their learning,even if their skills on computers areoftenmoreadvancedthanthoseoftheirteachers.4.OnlineprogrammesforlanguageteachingandlearningintheUK Blackboardhttp:/ al.(2004)provideanexampleofusingBlackboardintheUnitedStates.TheyinvestigatedtheuseofBlackboardfrom862facultymembersat38institutionsintheUnitedStatesin2003.TheyfoundthatfewfacultymembersusedBlackboard forteachingorassessingandmostfacultymembersnormallyusedBlackboardtomakecoursedocumentsavailabletostudentsandmanagecoursegrades.TheysuggestedthattoincreaseandenhanceuseBlackboard,bothfacultyandstudentsmustexplorethepotentialusageandobtainmoreexperience.WebCTWebCT,http:/ can also create a personal web page,whichcancontainanyinformationaboutthemselves,the work they are doing and somelinksoftheirfavouritewebpages.Moreover,WebCT provides some communicationtools,including discussion,module mail,chatandnoticeboards.Forinstance,WebCToffersachatroomforteachersandstudentstochatbytextonlinetohaveareal-timeconversation.Allcoursewebshavethesameconstruction.Thereareeightoptions:modulemail,discussion,calendar,contents,resources,assessment,studentareaandonlinehelp.http:/home.ched.coventry.ac.uk/demo/online(WebCT atCoventryUniversity)Horizon WimbaHorizon Wimba(http:/)canbeintegratedonBlackboardandWebCT.Itprovidesonlinecoursesonalivevirtualclassroomwhichcanbesupportedbyaudioandvideo.Teacherscanaddmaterialsandinformationforinteractionwhichcannotbeofferedinatext-basedcourse.Itcontainsavoiceboardandvoiceemail,voiceassessmentandlivevoicegroupdiscussionsanddebates.TeacherscanofferaliveclassroombyvoicewithPowerPointpresentations,whilestudentscanputuptheirhandsbypressingthe“handup”button.Then,theteachercanhearquestionsandreplytoquestions.Studentscandiscussanytopicbyaudiomail.Teacherscanalsolistentostudentsworkbyaudio.Horizon WimbaprovidesafantasticopportunityforlanguagelearnerstopracticelisteningandspeakingskillsforEnglishlearning,whichisaveryimportantstageforonlinelanguageprogrammes.However,Horizon WimbadoesnotalwaysworkwelliftheInternetconnectionisnotfastenoughortheaudiosysteminyourcomputerdoesnotworkwell.ELanguages,Elanguageshttp:/www.elanguages.ac.uk,IsbuiltupatthecentreofLanguageStudyattheUniversityofSouthamptonandsupportedbyotherfiveuniversitiesintheUKItisanonlineinteractiveEnglishlearningprogrammeandoffersarangeofonlineEnglishlanguagecoursesandresourcesfromintermediatetoadvancedEnglishlanguagelearnersItfocusesondevelopingreading,writing,listeningandspeakingskills,andstudyingandlivingintheUK.Elanguagescoversover600hoursoflearningmaterialswiththousandsoflearningactivitiesandeachsessiontakes30-45minutes.AlleLanguagescoursesandresourcescanbeputonthe BlackboardatUniversityofSouthampton.ElanguagescanbealsoputontheWebCTorevenonafreewebsite,suchasMoodle(http:/moodle.org/),anonlinecoursemanagementsystem,forstudentstoaccesswithausernameandapassword.Forlisteningsection,forinstance,itprovidessomelisteningmaterials,suchaslectures,presentationsandconversationsbynativespeakers.Afterlistening,studentscandosomelisteningtasks,includingselectingcorrectanswers,keypoints,andfillingwordsofsummary.Afterthesetasks,learnerscanreceiveinteractivefeedbackimmediately.4.ChallengesChallengesemergewiththeuseofonlinelanguageteachingandlearning.Sometechnicalpeoplehaveconductedresearchintotheuseofnewcomputertechnologiesineducation,butitmightnotbesuitableinpracticalteaching.Withtheestablishmentofself-accesscentresatmostofcampus,anotherproblememerges.Dostudentsuseself-accesscentretoaccessonlineEnglishprogrammestolearnEnglisheffectively?AnotherbigproblemisthatsomeonlineEnglishprogrammescannotofferlearnerstheopportunitytodeveloptheirspeakingskills.Nowwiththeuseofthewebcamera,practisingspeakingskillsinface-to-faceonlinechatbecomespossible.ABritishPhDstudentintheUKischattingwithateacherinChinaviathewebcamera.However,someproblemsexistintheuseofthewebcamera.AlthoughsomecomputersoftwareandprogrammeshavebeendevelopedforTEFL/TESL,someofthemfailedtobeusedinpracticalteachingandlearning.E.g.auniversitylanguagecentreintheUKconductedapilotstudyinusingthecomputersoftware,College English,forESLforinternationalstudentsin2004.Butfinally,theygaveupinusingitintheclassroom,courses,becauseitisnoteasilyintegratedintotheclassroom.TheyonlyaskstudentstouseforselfstudyatcampusanduseitfortheironlinestudentsinThailand.5.ConclusionAlthoughsomecomputersoftwareandonlineprogrammesofferopportunitiestosupportandpromotelanguageskillsforlanguagelearnersonline,therearestillmanychallengesforteachersandresearchers.language teachers and researchers need to thinkaboutnewpedagogiesinthenewinformationageforlanguageeducation.Moreresearchstillneedstobeconductedtofocusonhowtouseonlineprogrammesforlanguage education more effectively,particularlyhowtodevelopspeakingskillsinonlineprogrammeswith some new technologies,forexample,the webcamera.Eventhoughmanyproblemswillstillexist,theuseofcomputertechnologiesinlanguageteachingandlearninghasapositiveeffectonmotivation.ItisbelievedthatcomputertechnologiescancontributetoourEnglishlanguageeducation.Computertechnologies,inparticular,onlineprogrammes,willbemorewidelyusedinlanguageteachingandlearningaroundtheworld.ReferencesChapelle,A.C.(2001)Computer Applications in Second Language Acquisition:Foundations for teaching,testing and research.Cambridge:CambridgeUniversityPress.Chapelle,A.C.(2003)English Language Learning and Technology.Amsterdam:JohnBenjaminsPublishingCompany.Cicco,D.E.,Farmer,M.andHargrave,J.(1998)Using the Internet in Secondary Schools.London:KoganPage.Coomey,MandStephenson,J.(2001)Onlinelearning:itisallaboutdialogue,involvement,support and control-according to the research in Stephenson,J.(ed.)Teaching and Learning Online:Pedagogies for New Technologies.London:KoganPage.Grabe,M.andGrabe,C.(2004)Integrating Technology for Meaningful Learning.(4thedn).NewYork:HoughtonMifflin.Forsyth,I.(1997)Teaching and Learning Materials and the Internet.2ndedn.London:KoganPage.Gunawardena,C,Plass,J.andSalisbury,M.(2001)Dowereallyneedanonlinediscussiongroup?InMurphy,D,Walker,R.andWebb,G.(eds)Online Learning and Teaching with Technology:Case Studies,Experience and Practice.(pp.36-43).London:KoganPage.Murphy,D,Walker,R.and Webb,G.(eds)(2001)Online Learning and Teaching with Technology:Case Studies,Experience ans Practice.London:KoganPage.Swaffar,J.,Romano,S.,Markley,P.,andArens,K.(eds.)(1998)Language Learning Online:Theory and Practice in the ESL and L2 Computer Classroom.Austin,TX:LabyrinthPublications.Pachler,N(1999)Using the Internetas a teaching and learning tool.In M.Leask and N.Pachler(eds)Learning to Teach Using ICT in the Secondary School(pp.51-70).LondonandNewYork.Routledge.Paulsen,J.B.(2001)New Era Trends and Technologies in Foreign Language Learning.Interactive Multimedia Electronic Journal of Computer-Enhanced Learning.Timmis,S.(2004)EvaluationoftheTESOLBlackboard.AreportofInstituteforLearningandResearchTechnology,UniversityofBristol,UK.Woods,R.,Baker.D.J.andHopper,D.(2004)Hybirdstructures:Facultyuseandperceptionofweb-basedcoursewareasasupplementtoface-to-faceinstruction.The Internet and higher education.7:281-297.ThankyouZouBinGraduateSchoolofEducationUniversityofBristol,UKbin.zoubristol.ac.uk