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- Deborah Healey, Ph.D.
- English Language Institute
- Oregon State University
- deborah.healey@oregonstate.edu
- http://oregonstate.edu/~healeyd
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- Change over time in computers and CALL
- PLATO – PCs - Mac/Windows - Internet
- Consistent findings: What we know
- Word processing works
- One size does not fit all
- The teacher’s role is key
- Most learners like feeling special
- Some skills practice is helpful
- People like games
- More...
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- Ongoing and future areas of relevant research
- Solid theoretical framework
- Word processing
- Work in groups
- Role of the teacher
- Multiple media in learning
- Use of simulations and games
- Attention and engagement
- Autonomy/self-directed learning
- More…
- Your research directions and questions
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- Claims
- Transform education – the key to the future
- Motivate students
- Make teachers’ lives easier
- Help students learn more effectively
- Save money
- “Just a tool”
- The teacher’s role is important
- Basic question: Does CALL “work?”
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- PLATO
- Novelty
- Students like it – they’re engaged
- Immediate feedback
- Teachers as programmers
- But...
- What do we do with this???
- Very expensive
- Not available for widespread use
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- Novelty
- Students like it – they’re engaged
- Teacher-created programs in BASIC
- Simple software
- Immediate feedback on drills (US)
- Exploratory software (UK)
- But...
- Expensive workbook
- Not available for widespread use
- Digital divide begins
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- Ready-made software –drills, simulations/games
- Multimedia: appeal to different learning styles
- Novelty, immediate feedback, record-keeping
- Quality time for non-drill activities in the classroom
- Collaborative work => discussion practice
- Multimedia
- But...
- Questions about return on investment
- Expensive workbook
- Digital divide increases
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- More novelty
- More authentic learning possibilities for students
- Real-time news, magazines
- Real-time interaction with Chat/Messenger
- Student publishing online – web pages, blogs, podcasts
- More resources for teachers
- Programming for the Web
- But...
- Information overload
- More destructive digital divide
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- Computers from mainframes to hand-helds
- Local to global partners
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- As similar as silent films and high-tech movies
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- Small number of subjects
- Hawthorne effects
- Chart new ground rather than replicate
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- What do we know about CALL?
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- Word processing works
- Replicated with L1 and L2 writers
- Revising leads to better writing
- Less anxiety
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- One size does not fit all
- Dunn (1993) “responding to how students learn significantly increases
their achievement and attitude test scores…
- no learning style characteristic is better or worse than any other
learning style characteristic; and …
- [children] need to be taught to their individual learning style
strengths if they are to master new and difficult academic material
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- One size does not fit all
- Multiple channels
- Inductive vs. deductive learners
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- The teacher’s role is key
- Setting tasks
- Defining roles
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- Learners like to feel special
- Individualized instruction
- Custom learning experience
- Audience outside the classroom
- But...
- Hawthorne effect
- Missing variables in research
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- Some skills practice is helpful
- Focus on form in context
- Decontextualized practice does not build fluency
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- People like games
- Simulations and games – long history in education
- Part of most commercial ESL/EFL software
- Competing against time, self, or others
- Collaborative games
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- Computers and CMC are engaging
- Engagement works
- Fun factor
- Consciousness-raising
- Language research by students
- Authentic tasks – communication, writing, etc.
- Authentic contexts for language use
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- Need for a solid theoretical framework
- SLA or other basis
- Replication
- Word processing
- Spell checkers
- Teacher comments
- Translation >
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- Work in groups
- Local or global
- Social networking sites
- Class or individual email partners
- Class structure
- Role of the teacher
- What tasks? What instructions?
- Wireless labs
- Distance education >
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- Multiple media in learning
- How much information is too much?
- Can students REALLY multitask well?
- Use of simulations and games
- What is “authentic”?
- How much do students learn from different types of games? >
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- Attention and engagement
- What learners benefit most from DDL?
- How should tasks be structured?
- User interface
- Does English level make a difference?
- Autonomy/self-directed learning
- What do learners need to be autonomous?
- How can students learn from Internet sites? >
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- Search engines
- What do students need to know to search well?
- Podcasts, blogs, ubiquitous computing
- What do students learn from creating websites? Podcasts? Blogs?
- How much access is too much?
- Hawthorne effect
- Is it a factor in CALL research? >
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- Your classroom-based research is valuable: tell others about it!
- English Teaching Forum
- Webheads in Action
- ITESL-J, TESL-EJ, LLT online journals
- IATEFL’s Learning Technologies mailing list
- TESLCA-L mailing list
- The more you share, the more we all know.
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