Title: Computer-Mediated%20Communication%20and%20Language%20Learning:%20From%20Theory%20to%20Practice
1Computer-Mediated Communication and Language
Learning From Theory to Practice
- Randall Sadler, UIUC Betil Eröz, METU
2What is CMC?
- CALL ? self-contained, programmed applications
(e.g., tutorials, drill, simulations,
instructional games, standardized tests, such as
TOEFL, TSE) - CMC/NBLT ? a different kind of CALL
- computers connected in local or global networks
- human-to-human communication is the focus (KW1)
- A Sociocognitive Approach to CALLShifts from
learners' interaction with computers to learners
interaction with other humans via the computer (K
W11) - computer as tutor? computer as tool (Crook, 1994)
3CMC and Learning Theory
- Vygotsky (1934) claimed that all human learning,
including language learning, is attained through
interaction with other people. - Zone of Proximal Developmentlearners will
benefit most from social interaction when the
tasks they are engaged in cannot be accomplished
alone, but, instead, must be achieved
collaboratively, preferably with the aid of more
knowledgeable teammates
4CMC and Learning Theory (cont.)
- Language is a socially constructed phenomenon
(Hymes, 1971) - Communicative Competence
- there are rules of use without which the rules
of grammar would be useless (Hymes, 1971, p. 10).
5Why CMC? Theory to Practice
- extends interaction possibilities beyond
classroom walls time constraints and the usual
limited type of interlocutors of classroom pair
and group work (Belcher,99) - Allows learners to engage in playful
interaction (Belz Reinhardt, 2004) - enhances opportunities and motivation for
authentic interaction and meaning negotiation
(Kern, 1995) - reduces anxiety and produces more talk
(Fanderclai, 1995 Harris, 1995 Kern, 1992
Reid, 1994) - improves linguistic proficiency and increases
self-confidence (Beauvois Eledge, 1996 Gebhard
Nagamine, 2005).
6UIUC and METU collaboration
- Course
- Joint course
- Technology in ELT (METU), 8 students
- Computer-Mediated Communication and Language
Learning (UIUC), 10 students - Same class time, syllabus, schedule, and readings
7ProcedureTools Explored
- Asynchronous
- Email
- Message Boards
- Wikis
- Blogs
- Synchronous
- Text chat
- Audio Telephony
- MUDs, MOOs, WOOs
- Video/ teleconferencing
AND what are these things???
8Message Board www.eslweb.org/cmcforum/
9Blogs Student Blog for a Course
10WIKIs
www.wikipedia.org
11Lingua MOO Sadlers Shack
12WOOs Active Worlds
13Audio telephony Skype
14Video Conferencing MSN Messenger
15Advantages of using CMC in ELT
- Opportunity to meet people from other cultures
who are located thousands of miles away - Real and authentic communication in English
(especially for NNSs) - First-hand and hands on experience with the
technology they could use in their own classroom
(trail and error, warm-up before using with their
Ss) - Chance to have discussions and see different
perspectives on the uses and applications of CMC
in pedagogical contexts
16Student responses to using CMC tools in ELT
- As a teacher, I think having students use a MOO
in the way we did could be very beneficial.
Students can 1) meet people from across the globe
while 2) still accomplishing something important
3) in real time. Without MOOs, you could
certainly meet people from other countries
online, but usually just for fun things. In
class, you can accomplish something important,
but only with people in the same geographical
space. With discussion boards, you can accomplish
important things with people from other
countries, but not in real time! (Errol, M, U.S.) - Each time I read the articles assigned for the
weeks and the suggestions provided by the members
of this forum, I feel more happy to take such a
course which helps me to get more acquainted with
the limitless facilities of virtual world.
(Elcin, F, TR)
17Student responses to using CMC tools in ELT
- As language teachers, we can use MOOs to be able
to help our students out of the class. We create
a virtual world on the web and register all our
students. In this world, we can add a virtual
library, some information of useful links, some
sample term projects, assignments, visual and
audial elements, etc. or anything that we cannot
include in a traditional classroom. (Banu, F, TR) - Moo chatting is better than regular chatting
room in that it's more teacher-controlled. I
think msn or yahoo has the similiar function, but
it will be harder for the teacher to monitor
several groups at the same time. (Penny, F,
China)
18Potential Disadvantages
- Message lag time in emails
- Technical Issues
- Busy Schedules
- Conflicting time zones
- Semester schedule conflicts
- Waning enthusiasm or no enthusiasm to begin with!
19Pedagogical Implications
- Collaborative projects must activate and
integrate prior ICT knowledge. - Tasks must have a concrete framework, with a
clear purpose. - Tasks must be motivating and engaging.
- Task instructions should be available to all
students in various formats. - Cultural aspects of communication should be
discussed. - Provide students with a collaboration contract.
- Collaborative projects should include getting to
know each other time. - Teachers should be actively involved and give
regular feedback in order to maintain student
motivation.
20- Comments ?
- Questions?
- This presentation is available at
- http//www.eslweb.org
21Some useful CMC Resources
- Message Boards
- Simple Machines
- PhpBB
- Blogs
- Blogger
- Xanga
- Wordpress
- Wikis
- Wikipedia
- Wikimedia software
- Pbwiki
- MOOs and WOOs
- Lingua MOO
- Active Worlds
22More ResourcesAudio/Video
- Audio/Video
- VOIP Buster
- Skype
- MSN Messenger
- Ivisit
- Paltalk
- Language Exchange Sites
- http//www.xlingo.com
- http//www.sharedtalk.com
- http//www.zuiop.com
- http//www.friendsabroad.com
- http//www.eslbase.com/language-exchange/
- http//www.atisba.com
- http//www.exchangelanguage.com
- http//www.flale.com
- http//www.inlinguapenpals.com
- http//www.languagebuddy.com
- http//www.lingup.com
- http//www.phrasebase.com
- http//www.languagepenpals.com
- http//www.tandemcity.com
23Selected Research from the field
- Bays, H. (1998). Framing and face in internet
exchanges A socio-cognitive approach. Linguistik
Online, 1. - Bearden, R. J. (2003). Chatting in a foreign
language An interactional study of oral vs.
Computer-assisted discussion in native speaker
and non-native learner dyads. THE UNIVERSITY OF
TEXAS AT AUSTIN. - Beauvois, M. H., Eledge, J. (1995 Winter 1996
Spring). Personality types and megabytes Student
attitudes toward computer mediated communication
(cmc) in the language classroom. CALICO journal,
13(23), 27-45. - Belz, J. A. (2002). Social dimensions of
telecollaborative foreign language study.
Language learning Technology, 6(1), 60-81. - Belz, J. A. (2005). At the intersection of
telecollaboration and learner corpus research
Considerations for language program direction. In
J. A. Belz S. L. Thorne (Eds.),
Internet-mediated intercultural foreign language
education. Boston, MA Heinle Heinle. - Biesenbach-Lucas, S. (2003). Asynchronous
discussion groups in teacher training classes
Perceptions of native and non-native students.
Journal of Asynchronous Learning Networks, 7(3),
24-46. - Blake, R. (2001). What language professionals
need to know about technology. ADFL Bulletin,
32(3), 93-99. - Bloch, J. (2004). Second language cyber rhetoric
A study of chinese l2 writers in an online usenet
group. Language Learning Technology, 8(3),
66-82. - Carney, N. (2005). A critical review of
telecollaborative projects involving japan. The
Pennsylvania State University. - Chapelle, C. A. (2004). Learning through onilne
communication Findings and implications from
second language research. DRAFT. - Chen, Y. H. (2005). Computer mediated
communication The use of cmc to develop efl
learners communicative competence. Asian EFL
Journal, 7(1). - Crook, C. (1994). Computers and the
collaborative experience of learning. London
Routledge. - Cziko, G. A., Park, S. (2003). Internet audio
communication for second language learning A
comparative review of six programs. Language
learning Technology, 7(1), 15-27.
24Selected Research from the field (cont.)
- Egbert, J., Hanson-Smith, E. (Eds.). (1999).
Call environments Research, practice, and
critical issues. Alexandria, Viginia Teachers of
English to Speakers of Other Languages. - Gebhard, J. G., Nagamine, T. (2005). A mutual
learning experience Collaborative journaling
between a nonnative-speaker intern and
native-speaker cooperating-teacher. Asian EFL
Journal, 7(2). - Godwin-Jones, R. (2003). Emerging technologies
tools for distance education Toward convergence
and integration. Language learning Technology,
7(3), 18-22. - Hampel, R. (2002). Network-based language
teaching today Multimodality, multi-dimensionalit
y and interaction. Paper presented at the the
International conference on Computers in
Education (ICCE). - Hampel, R., Hauck, M. (2004). Towards an
effective use of audio conferencing in distance
language courses. Language learning Technology,
8(1), 66-82. - Kelm, O. R. (1996). The application of computer
networking in foreign language education
Focusing on principles of second language
acquisition. In M. Warschauer (Ed.),
Telecollaboration in foreign language learning
(pp. 19-28) University of Hawaii Press. - Kern, R., Warschauer, M. (2000). Intoduction
Theory and practice of network-based language
teaching. In M. Warschauer R. Kern (Eds.),
Networked-based language teaching Concepts and
practice (pp. 1-19). Cambridge, UK Cambridge
University Press. - Kung, S.C. (2002). Synchronous electronic
discussions in an EFL reading class. - Lee, B. C. (2004). Korean efl inservice teachers'
experiences with native-speaking teachers of efl
using two computer-mediated communication modes
A qualitative case study. University of Alberta. - Liu, Y. (2002). What does research say about the
nature of computer-mediated communication
Task-oriented, social-emotion-oriented, or both?
Electronic Journal of Sociology. - Murray, D. E. (2000). Protean communication The
language of computer-mediated communication.
TESOL QUARTERLY, 34(3), 397-421. - O'Dowd, R. (2004). Network-based language
teaching and the development of intercultural
communicative competence. University
Duisburg-Essen. - Smith, B., Alvarez-Torres, M. J., Zhao, Y.
(2003). Features of cmc technologies and their
impact on language learners' online interaction.
Computer in Human Behavior, 19(6), 703-729. - Warschauer, M. (2000). On-line learning in second
language classrooms An ethnographic study. In M.
Warschauer R. Kern (Eds.), Network-based
language teaching Concepts and practice (pp.
41-58). Cambridge, UK Cambridge University
Press. - Warschauer, M. (2004). Technology and social
inclusion Rethinking tje digital divide. London,
England The MIT press.