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Technology in EFL - ESL

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The document discusses the use of technology in language classrooms. It describes how computer-mediated language learning (CALL) emerged in the 1980s using computer programs for exercises and feedback. Technology-enhanced language learning (TELL) developed in the 1990s with the rise of the internet and web-based tools. Basic uses of technology included computer rooms for projects, CD-ROMs for group work, and email/word processing for assignments. Newer technologies support oral interaction through video chat, simulated environments for identity exploration, and written interactions through messaging and chat rooms. Technologies also aid pronunciation practice, reading with multimedia supports, and writing through discussion forums, blogs and wikis. Effective implementation considers teacher skills, facilities, and using the

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UNIVERSITY OF CALDAS MASTER IN ENGLISH LANGUAGE DIDACTICS Yamith José Fandiño teacheryamith@gmail.com October, 2015
TECHNOLOGY IN THE CLASSROOM (Dudeney & Hockly, 2007) • Computer-mediated language learning (CALL): 80’s on - Computer programs - Respond to stimuli on the computer screen - Tasks such as gapped texts, matching sentences halves, doing multiple- choice exercises. - Feedback: from correct/incorrect to explanations and remedial work. • Technology-enhanced language learning (TELL): 90’s on - The Internet and web-based tools - Digital divide: children (digital natives) and parents/teachers (digital immigrants) - Attitudes: technophobes (be wary of new technologies) to technogeeks (technology enthusiasts).
TECHNOLOGY IN THE CLASSROOM (Dudeney & Hockly, 2007) Basic ideas - Use of the computer room for project work or self-study work. - CD-ROMs for pair- and small-group work. - Emails and word processing programs for basic class tasks or assignments. - Webquests or podcasts to complement or enhance regular classroom work. Technology in language teaching is not new…Tape recorders, language laboratories and video have been in use since the 1960s and 1970s, and are still used in classrooms around the world… Although the use of ICT by language teachers is still not widespread, the use of technology in the classroom is becoming increasingly important, and it will become a normal part of ELT practice in the coming years.
NEW TECHNOLOGIES TO SUPPORT LANGAUGE LEARNING (Kervin & Derewianka, 2011) A continuum from most spoken (oral interaction where language accompanies some activity in a shared physical activity) through to most written (where texts need to be able to be understood by others who might be distant in time and space…)… A shift from more spontaneous, unplanned discourse where meanings are collaboratively constructed towards more heavily crafted, sustained, planned monologues (p. 329).
NEW TECHNOLOGIES TO SUPPORT LANGUAGE LEARNING (Kervin & Derewianka, 2011) Oral interaction Simulated environments Writing interaction Face-to-face interactivity and problem-solving tasks Voice-over-Internet Protocol (VoIP): Skype, Tokbox video chat, ooVoo or Polycom systems. Interaction in 3- dimensional space Taking on new identities and creating alternative existences. Teen Second life (British council) Avatar English (online language school) Languagelab (simulated city) Written interactions mimicking oral conversations. Rapidity, volume, and authenticity. Instant messaging applications: ICQ, Twitter, Google talk. Chat rooms: AOL instant messenger, MSN messenger
NEW TECHNOLOGIES TO SUPPORT LANGUAGE LEARNING (KERVIN & DEREWIANKA, 2011) Non-human partner interactions Pronunciation Reading Adaptive and responsive intelligent CALL (iCALL) using automatic speech recognition (ASR). Self-directed learning programs: Jabberwacky. Voice recording, waveform comparison, sound and intonation pattern analysis. Software application: GarageBand Websites: CUP animations, University of Iowa videos, BBC website, SCOLA, etc. Podcasting: a sound file, sound-visuals-text file, or a video (vodcast). Videos: Youtube, Yabla, Movie Maker. Supply of authentic reading materials both motivating and engaging, but language demanding. Online program: WorldChamp or Academic Word List Highlight for work with unknown vocabulary. Software programs: inclusion of aural clues, roll- over prompts, images, diagrams, animated processes, etc.
NEW TECHNOLOGIES TO SUPPORT LANGUAGE LEARNING (KERVIN & DEREWIANKA, 2011) Writing Grammar and vocabulary Integrated learning environments Reflective nature and attention to composing process. Discussion forums; asynchronous group exchanges. Blogging: online journals and electronic portfolios. Wikis: collaborative contributions and shared repositories of knowledge. Webquests: online research tasks Go beyond textbook drills and activities limited to sentence level and recognition. Scootle: learning objects with text recreation. BBC news: vocabulary on current news stories. Concordancers: several examples in real contexts (Lextutor) Macroskills combination in single online contexts. Social networking: Facebook and My Space. Enriched language-learning experiences: Moodle and Livemocha.
HOW TO IMPLEMENT TECHNOLOGY ENHANCED EFL TEACHING (Rozgiene, Medvedeva & Straková, 2008) Before During • Readiness and aptitude for ICT teaching • School policy and facilities • Technical and computer skills • Learners’ ICT profile • Assessment requirements Word processor - Practicing basic language skills - Designing own tasks and creating forms - Providing feedback - Working with computer-based documents Computer classrooms - Having internet connection: a tool for communication and a medium for collaboration. - Using websites: search, evaluate, plan. - Using email: assignment submission, language consultation, role/responsiblity sharing, etc.
HOW TO IMPLEMENT TECHNOLOGY ENHANCED EFL TEACHING (Rozgiene, Medvedeva & Straková, 2008) During • Internet-based project work Extended Internet used over a series of lessons.  Choose a topic.  Formulate a clear task.  Select and evaluate resources.  Decide on the outcome.  Provide follow-up and formative assessment. - Chat (skype) Real-time communication through task-oriented, informative or subject based or practice/simulation chats. - Webquests (webquest.org) Web-based search project created by the teachers or by groups of learners. - Blogs (blogger) Posting news, comments, extra resources, class assignments, learners’ reflections, etc. - Wikis(pbwiki) Add, edit, and edit information collaboratively. - Podcasts (podomatic) Listen to already made podcasts o produce own ones.
References • Dudeney, G., & Hockly, N. (2007). How to teach with technology. USA: Pearson Longman. • Kervin, L. & Derewianka, B. (2011). New technologies to support language learning. In B. Tomlinson (Ed.), Materials Development in Language Teaching (pp. 328-351). Cambridge, UK: Cambridge University Press. • Rozgiene, I., Medvedeva, O. & Straková, Z. (2008). Integrating ICT into language learning and teaching: Guide for tutors. Linz: Johannes Kepler Universität Linz.

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Technology in EFL - ESL

  • 1. UNIVERSITY OF CALDAS MASTER IN ENGLISH LANGUAGE DIDACTICS Yamith José Fandiño teacheryamith@gmail.com October, 2015
  • 2. TECHNOLOGY IN THE CLASSROOM (Dudeney & Hockly, 2007) • Computer-mediated language learning (CALL): 80’s on - Computer programs - Respond to stimuli on the computer screen - Tasks such as gapped texts, matching sentences halves, doing multiple- choice exercises. - Feedback: from correct/incorrect to explanations and remedial work. • Technology-enhanced language learning (TELL): 90’s on - The Internet and web-based tools - Digital divide: children (digital natives) and parents/teachers (digital immigrants) - Attitudes: technophobes (be wary of new technologies) to technogeeks (technology enthusiasts).
  • 3. TECHNOLOGY IN THE CLASSROOM (Dudeney & Hockly, 2007) Basic ideas - Use of the computer room for project work or self-study work. - CD-ROMs for pair- and small-group work. - Emails and word processing programs for basic class tasks or assignments. - Webquests or podcasts to complement or enhance regular classroom work. Technology in language teaching is not new…Tape recorders, language laboratories and video have been in use since the 1960s and 1970s, and are still used in classrooms around the world… Although the use of ICT by language teachers is still not widespread, the use of technology in the classroom is becoming increasingly important, and it will become a normal part of ELT practice in the coming years.
  • 4. NEW TECHNOLOGIES TO SUPPORT LANGAUGE LEARNING (Kervin & Derewianka, 2011) A continuum from most spoken (oral interaction where language accompanies some activity in a shared physical activity) through to most written (where texts need to be able to be understood by others who might be distant in time and space…)… A shift from more spontaneous, unplanned discourse where meanings are collaboratively constructed towards more heavily crafted, sustained, planned monologues (p. 329).
  • 5. NEW TECHNOLOGIES TO SUPPORT LANGUAGE LEARNING (Kervin & Derewianka, 2011) Oral interaction Simulated environments Writing interaction Face-to-face interactivity and problem-solving tasks Voice-over-Internet Protocol (VoIP): Skype, Tokbox video chat, ooVoo or Polycom systems. Interaction in 3- dimensional space Taking on new identities and creating alternative existences. Teen Second life (British council) Avatar English (online language school) Languagelab (simulated city) Written interactions mimicking oral conversations. Rapidity, volume, and authenticity. Instant messaging applications: ICQ, Twitter, Google talk. Chat rooms: AOL instant messenger, MSN messenger
  • 6. NEW TECHNOLOGIES TO SUPPORT LANGUAGE LEARNING (KERVIN & DEREWIANKA, 2011) Non-human partner interactions Pronunciation Reading Adaptive and responsive intelligent CALL (iCALL) using automatic speech recognition (ASR). Self-directed learning programs: Jabberwacky. Voice recording, waveform comparison, sound and intonation pattern analysis. Software application: GarageBand Websites: CUP animations, University of Iowa videos, BBC website, SCOLA, etc. Podcasting: a sound file, sound-visuals-text file, or a video (vodcast). Videos: Youtube, Yabla, Movie Maker. Supply of authentic reading materials both motivating and engaging, but language demanding. Online program: WorldChamp or Academic Word List Highlight for work with unknown vocabulary. Software programs: inclusion of aural clues, roll- over prompts, images, diagrams, animated processes, etc.
  • 7. NEW TECHNOLOGIES TO SUPPORT LANGUAGE LEARNING (KERVIN & DEREWIANKA, 2011) Writing Grammar and vocabulary Integrated learning environments Reflective nature and attention to composing process. Discussion forums; asynchronous group exchanges. Blogging: online journals and electronic portfolios. Wikis: collaborative contributions and shared repositories of knowledge. Webquests: online research tasks Go beyond textbook drills and activities limited to sentence level and recognition. Scootle: learning objects with text recreation. BBC news: vocabulary on current news stories. Concordancers: several examples in real contexts (Lextutor) Macroskills combination in single online contexts. Social networking: Facebook and My Space. Enriched language-learning experiences: Moodle and Livemocha.
  • 8. HOW TO IMPLEMENT TECHNOLOGY ENHANCED EFL TEACHING (Rozgiene, Medvedeva & Straková, 2008) Before During • Readiness and aptitude for ICT teaching • School policy and facilities • Technical and computer skills • Learners’ ICT profile • Assessment requirements Word processor - Practicing basic language skills - Designing own tasks and creating forms - Providing feedback - Working with computer-based documents Computer classrooms - Having internet connection: a tool for communication and a medium for collaboration. - Using websites: search, evaluate, plan. - Using email: assignment submission, language consultation, role/responsiblity sharing, etc.
  • 9. HOW TO IMPLEMENT TECHNOLOGY ENHANCED EFL TEACHING (Rozgiene, Medvedeva & Straková, 2008) During • Internet-based project work Extended Internet used over a series of lessons.  Choose a topic.  Formulate a clear task.  Select and evaluate resources.  Decide on the outcome.  Provide follow-up and formative assessment. - Chat (skype) Real-time communication through task-oriented, informative or subject based or practice/simulation chats. - Webquests (webquest.org) Web-based search project created by the teachers or by groups of learners. - Blogs (blogger) Posting news, comments, extra resources, class assignments, learners’ reflections, etc. - Wikis(pbwiki) Add, edit, and edit information collaboratively. - Podcasts (podomatic) Listen to already made podcasts o produce own ones.
  • 10. References • Dudeney, G., & Hockly, N. (2007). How to teach with technology. USA: Pearson Longman. • Kervin, L. & Derewianka, B. (2011). New technologies to support language learning. In B. Tomlinson (Ed.), Materials Development in Language Teaching (pp. 328-351). Cambridge, UK: Cambridge University Press. • Rozgiene, I., Medvedeva, O. & Straková, Z. (2008). Integrating ICT into language learning and teaching: Guide for tutors. Linz: Johannes Kepler Universität Linz.