Using document-editing and presentation software to facilitate collaborative language learning

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Using document-editing and presentation software
to facilitate collaborative language learning
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supporting learner control over even a few
facets of their learning can help learners with
different language levels, interests, and
learning styles.Egbert Yang, in press
(ReCALL)
Introduction
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Research Qu.

• In what ways might the use of document-editing
  and presentation software support collaborative
  language learning activities?

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Objectives

1. The context
2. The role of the computer
3. The research methodology
4. A description of the study
5. Data collection, analysis and triangulation
6. Some conclusions
7. Further questions

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The context

• Grammar school in Nordrhein-Westfalen, Germany
• 26 ninth-grade EFL students
• Natural classroom setting one-computer
  classroom (Limited Resource Environment)
• Project-based groupwork - pen and paper
  activities - computer activities

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The role of the computer
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• A tool in supporting the writing process

• A medium for group presentations

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The research methodology
An instrumental case study
(Stake 1995)

• is a vehicle in understanding a process
  
• provides a background against which to examine
  themes emerging during the process

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Description of the study
Objectives
Procedure

• Research aspects of the culture of Trinidad
  Tobago.
• Use process writing techniques to prepare a final
  presentation.

• Brainstorm themes and related ideas
• Gather relevant information
• Complete worksheets
• Create mindmaps
• Present interim and final documents

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Data collection, analysis triangulation

• Initial questionnaire
• Field notes
• Learner diaries
• Pre and post pair interviews
• Student assignments
• Student summaries

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Some conclusions

• Learning facts vs. skills
• broadened perspective on learning
• We got a lot of informations about the
  location, population, music etc.
• I learn to use the computer in a new way.
• We learnt today to order our topic sentence.
• I learned to work in groups in a better way.

• Collaborative work
• increased comfort
• Students enjoy working in groups and see it as
  fun and supportive.

• Computer as tool 
• Useful
• Yes, we save our new decisions and thats good.
• Some reservations.

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Further questions

1. What are students perspectives on the process of
   learning in the language classroom?
2. How might the use/integration of computer
   technology in a collaborative learning
   environment cause these perspectives to change?

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Thank you for your attention!