by Lyra Riabovby Lyra Riabov

Authentic Tasks Authentic Tasks

Internet and Language Internet and Language Learning Learning

Presented by:Ozlem DurmusLynette ChenCindy Yu

Topics OverviewTopics Overview

Authentic Language Learning Tasks Authentic Language Learning Tasks (Ozlem)(Ozlem)

Communicative Skill Building Tasks (Cindy)Communicative Skill Building Tasks (Cindy) Content Area Tasks (Cindy)Content Area Tasks (Cindy) Instructional Aspects of Software Instructional Aspects of Software

Evaluation (Ozlem)Evaluation (Ozlem) Technology and Second Language Technology and Second Language

Teaching (Lynette)Teaching (Lynette) Computers and Language Learning Computers and Language Learning

(Lynette)(Lynette)

Authentic Language Learning Authentic Language Learning TasksTasks

What is a task?What is a task?

Classroom activityClassroom activity Must have a goalMust have a goal Carried out through engagement in Carried out through engagement in

goal-oriented behaviorgoal-oriented behavior

Task in the language Task in the language classroomclassroom

Learners must use the target Learners must use the target language to accomplish the tasklanguage to accomplish the task

Communicative task involves Communicative task involves construction and interpretation of construction and interpretation of linguistic meaningslinguistic meanings

Example: finding out about prices of : finding out about prices of plane tickets to a specific destinationplane tickets to a specific destination

AuthenticityAuthenticity

Language and tasks that are likely to Language and tasks that are likely to be encountered out of classbe encountered out of class

Authentic language in classroom? Authentic language in classroom? ((teachersteachers decide and assign grades) decide and assign grades)

Classroom tasks are more narrowly Classroom tasks are more narrowly focused than out-of class tasksfocused than out-of class tasks

Frames of a Second Language Frames of a Second Language TaskTask

Goal Process Topic LocationLocation DurationDuration Examples:Examples:

http://webquest.org/ http://www.ardecol.ac-grenoble.fr/english/ellisis

landwebquest.htm

Empirical Investigation of Oral Empirical Investigation of Oral TextsTexts

Describing students’ classroom Describing students’ classroom language and behavior language and behavior

Mainly oral language is examinedMainly oral language is examined

Aspects of InvestigationAspects of InvestigationL2 Task-based TextsL2 Task-based Texts

Input to the learner: comprehension of Input to the learner: comprehension of messages, acquisition of L2 forms, messages, acquisition of L2 forms, pragmaticspragmatics

Comprehensible Input (Krashen, Comprehensible Input (Krashen, 1982)1982)

Learner’s output: morphology and Learner’s output: morphology and syntaxsyntax

Interaction: between learner and Interaction: between learner and interlocutorinterlocutor

Benefits of outputBenefits of output

Comprehensible output: production Comprehensible output: production of language in order to achieve a of language in order to achieve a communicative task goalcommunicative task goal

OutputOutput feedback feedback modification modification Internalization of new forms, andInternalization of new forms, and Improvement of accuracyImprovement of accuracy

InteractionInteraction

Modification requests:Modification requests: Clarification requestClarification request Restatement Restatement Definition Definition ExplanationExplanation

Enhancing understanding Enhancing understanding

Descriptive Categories for ELLDescriptive Categories for ELL

Pragmatic functionPragmatic function Linguistic characteristicsLinguistic characteristics QuantityQuantity Nonlinguistic moves and formsNonlinguistic moves and forms Medium Medium

Ex: Oral interaction during Ex: Oral interaction during jigsaw activityjigsaw activity

Oral TextOral Text

Descriptive CategoryDescriptive Category

Pragmatic Pragmatic rolerole

Linguistic Linguistic characteristicharacteristicc

QuantityQuantity Nonlinguistic Nonlinguistic characteristicharacteristicc

Medium Medium

Its wall is Its wall is completely completely whitewhite

Description Description Simple Simple declarative declarative present present tensetense

Short turnShort turn ------ Spoken face-Spoken face-to-faceto-face

Completely Completely white?white?

SignalSignal Noun phraseNoun phrase Short turnShort turn ------ Spoken face-Spoken face-to-faceto-face

Yeah Yeah completely completely whitewhite

Repetition Repetition Noun phraseNoun phrase Short turnShort turn ------ Spoken face-Spoken face-to-faceto-face

It looks no It looks no woodwood

It looks ah It looks ah concreteconcrete

Expansion Expansion (more (more information)information)

Simple Simple declarativesdeclaratives

More More complex complex syntax: syntax: “looks” (like)“looks” (like)

Short turnShort turn ------ Spoken face-Spoken face-to-faceto-face

Communicative Skill-Communicative Skill-building and Content-area building and Content-area

TasksTasks

Communicative Skill-Communicative Skill-building Tasks in CALL building Tasks in CALL

EnvironmentsEnvironments Teaching Reading Skills with TechnologyTeaching Reading Skills with Technology Teaching Writing Skills with TechnologyTeaching Writing Skills with Technology Teaching Listening Skills with TechnologyTeaching Listening Skills with Technology Teaching Speaking Skills with TechnologyTeaching Speaking Skills with Technology Teaching Grammar with TechnologyTeaching Grammar with Technology Vocabulary Teaching with TechnologyVocabulary Teaching with Technology

Reading Skills of Reading Skills of Finding InformationFinding Information

SimulatioSimulationsns

Speed-Speed-Reading Reading SoftwareSoftware

The World The World Wide Wide

WebsiteWebsite

(WWW)(WWW)

HypermedHypermediaia

Software Software for for

Extensive Extensive ReadingReading

SimCitySimCity Speed-Speed-reading reading SoftwareSoftware

Web Search Web Search Engine, such Engine, such as Yahoo! as Yahoo! http://www.yahoo.com/

and Google and Google http://www.google.com/

Text, Text, graphics, graphics, sound, sound, video, or a video, or a combinatiocombination, e.g. n, e.g. HyperstoryHyperstory

Storyboard Storyboard and Eclipeand Eclipe

Teaching Writing Skills Teaching Writing Skills with Technologywith Technology

Teachers are constantly looking for Teachers are constantly looking for ways to motivate writers to reach ways to motivate writers to reach inside themselves, connect to inside themselves, connect to what they are writing and touch what they are writing and touch their audience so that they can their audience so that they can make writing a communicative make writing a communicative and authentic task. and authentic task.

Increase Increase MotivationMotivation

Have students write E-mail to KeypalHave students write E-mail to Keypal Class projects can be put in public space, Class projects can be put in public space,

such as newsletter distributed in the such as newsletter distributed in the library or published on the World Wide library or published on the World Wide WebWeb

Students can participate in mailing lists Students can participate in mailing lists or newsgroups or post a message to a or newsgroups or post a message to a class newsgroup.class newsgroup.

Improving Improving CommunicationCommunication

PrewritingPrewriting Establishing and visualizing the audienceEstablishing and visualizing the audience Writing to expectations, particularly Writing to expectations, particularly

academic and business expectationsacademic and business expectations Using peer reviewUsing peer review RevisingRevising EditingEditing

Example Website and Example Website and SoftwareSoftware

Website:Website:

＊＊ Online Writing Lab: Online Writing Lab: http://owl.english.purdue.edu/owl/

Software: Software:

＊＊ Audio RecordingAudio Recording

＊＊ Online dictionaries, thesauruses, Online dictionaries, thesauruses, and style and grammar checkersand style and grammar checkers

Teaching Listening Skills Teaching Listening Skills with Technologywith Technology

The InternetThe Internet Software for Listening Software for Listening PracticePractice

Voice of America Voice of America http://www.voanews.com/english/portal.cfm

Internet Movie DatabaseInternet Movie Databasehttp://us.imdb.com/

＊＊ CDictationCDictation

＊ ＊ HyperACE AdvancedHyperACE Advanced

＊ ＊ Project ConnectProject Connect

Teaching Speaking Skills Teaching Speaking Skills with Technologywith Technology

Speech Speech RecognitioRecognitio

nn

SimulatioSimulationsns

Pair or Pair or Small-Small-Group Group TasksTasks

VideoVideo Pronunciation Pronunciation SoftwareSoftware

Speech Speech recognitionrecognition

-Triple Play -Triple Play Plus! Plus! EnglishEnglish

-Dynamic -Dynamic EnglishEnglish

-See it! -See it! Hear it! Say Hear it! Say it!it!

-Practice -Practice Makes Makes Perfect Perfect FrenchFrench

＊＊ Where Where in the in the World Is World Is Carmen Carmen Sandiego?Sandiego?

＊＊Decisions, Decisions, DecisionsDecisions

＊＊CollaborativCollaborative writinge writing

＊＊ Gap fillingGap filling

＊＊ Whole-Whole-text text reconstructireconstructionon

＊＊ Some Some competitive competitive word gamesword games

＊＊DigitizeDigitized videod video

＊＊ Accent LabAccent Lab

＊＊ TEAM: TEAM: Technology-Technology-Enhanced Accent Enhanced Accent Management Management ProgramProgram

＊＊ VideoVoiceVideoVoice

＊＊ SpeechViewer IIISpeechViewer III

Teaching Grammar with Teaching Grammar with TechnologyTechnology

On-line On-line WritingWriting

Software Software with a with a Narrow Narrow ScopeScope

HypertextHypertext Concordancing Concordancing SoftwareSoftware

＊＊ E-mailE-mail

＊＊ Multiuser Multiuser object-object-oriented oriented domains domains (MOOs)(MOOs)

＊＊ IRCIRC

Grammar or Grammar or style style checkerscheckers

Language Language Now!Now!

＊＊ MicroConcordMicroConcord

＊＊ MonoConcMonoConc

＊＊ ConcConc

Content-area Tasks in Content-area Tasks in CALL EnvironmentsCALL Environments

The software of both liberal The software of both liberal arts and science that support arts and science that support authentic task and activities for authentic task and activities for the language learn at a wide the language learn at a wide variety of levels in all content variety of levels in all content areas.areas.

Games for Language and Games for Language and StrategyStrategy

Games that Improve estimating abilities, Games that Improve estimating abilities, deductive and inductive reasoning, and deductive and inductive reasoning, and prediction strategies, such as Thinkin’ Things prediction strategies, such as Thinkin’ Things Collections, meet many criteria for authentic Collections, meet many criteria for authentic tasks.tasks.

Word games, such as Hangman or Hangman Word games, such as Hangman or Hangman Plus, and crossword puzzle software can help Plus, and crossword puzzle software can help students practice vocabulary.students practice vocabulary.

Language games can be used in content Language games can be used in content courses to help students practice definitions, courses to help students practice definitions, collocations. part-to-whole relations, and so collocations. part-to-whole relations, and so on.on.

Simulations for the Social Simulations for the Social SciencesSciences

Low level-The goal of SimCity is to handle the Low level-The goal of SimCity is to handle the results of the council's decisions during results of the council's decisions during construction. construction.

Advanced level- extend the concept of the case Advanced level- extend the concept of the case study by providing enormous amounts of data with study by providing enormous amounts of data with experiment and offering changes based on experiment and offering changes based on students’ input, such as Capitalist Pig and students’ input, such as Capitalist Pig and American Online.American Online.

Tom Snyder Productions (TSP) and Decisions, Tom Snyder Productions (TSP) and Decisions, Decisions, suitable for high school students, Decisions, suitable for high school students, encourage them think via decide-making process.encourage them think via decide-making process.

Search and Research in the Search and Research in the SciencesSciences

The best programs with the multimedia The best programs with the multimedia support makes students appropriate to a support makes students appropriate to a sheltered language context.sheltered language context.

TSP and cultural debates, mainly for TSP and cultural debates, mainly for Grades K-12 but adaptable for adult Grades K-12 but adaptable for adult learners, are particularly good sources of learners, are particularly good sources of science materials.science materials.

Steck-Vaughn/Edunetics product, Message Steck-Vaughn/Edunetics product, Message in a Fossil and Destination: Rain Forest in a Fossil and Destination: Rain Forest (Ocean) for middle schoolers, can be (Ocean) for middle schoolers, can be enjoyed in a whole language approach.enjoyed in a whole language approach.

The The

MusicMusic

ArtArt

LiteratureLiterature

Reference Software and Web Reference Software and Web Sites for Content SearchesSites for Content Searches

Teachers must develop lesson Teachers must develop lesson plans incorporating authentic plans incorporating authentic tasks that will motivate tasks that will motivate students to seek the students to seek the information of reference information of reference software and website.software and website.

Content-based Tasks Content-based Tasks for On-line Learningfor On-line Learning

On-line learning can not only On-line learning can not only enhance students’ language enhance students’ language practice but also gain practice but also gain extracurricular knowledge on extracurricular knowledge on it.it.

Instructions of Content-Instructions of Content-based Multimedia Taskbased Multimedia Task

Define a topic, describing what you already Define a topic, describing what you already know and what you hope to discover.know and what you hope to discover.

Perform research within certain Perform research within certain parameters. Describe how and where you parameters. Describe how and where you searched and what resources were most searched and what resources were most useful.useful.

Present the results of the search.Present the results of the search.

Curricular Exchanges at a Curricular Exchanges at a DistanceDistance

The success of the project The success of the project depends less on the technology depends less on the technology than on teachers than on teachers communicating clearly about communicating clearly about goals, scheduling , and the goals, scheduling , and the content of the curriculum.content of the curriculum.

Discussion QuestionDiscussion Question

How can EFL teachers use all of How can EFL teachers use all of technologies in reading, writing, listening, technologies in reading, writing, listening, speaking, grammar, and vocabulary in the speaking, grammar, and vocabulary in the CALL environment?CALL environment?

Self-correct is a process on learning Self-correct is a process on learning language. How can these software boost language. How can these software boost students evaluating their own learning?students evaluating their own learning?

Instructional Aspects of Instructional Aspects of Software EvaluationSoftware Evaluation

Points to considerPoints to consider

Replacing the human teacher???Replacing the human teacher??? Setting: independent lab study, at Setting: independent lab study, at

home, classroom, computer labhome, classroom, computer lab Determine goals Determine goals Examine the presentation: audio, Examine the presentation: audio,

video, vocabulary, context, etc.video, vocabulary, context, etc.

Criteria for Software Criteria for Software Evaluation- Evaluation- FEASIBILITY

Will the software run on your computer Will the software run on your computer and platform? (operating system, RAM, and platform? (operating system, RAM, CD-ROM drive, etc. )CD-ROM drive, etc. )

Will the software run on your network? Will the software run on your network? (network or stand-alone version)(network or stand-alone version)

Can the software be made available to Can the software be made available to many students?many students?

Does the software require internet access? Does the software require internet access? (plug-ins: Shockwave, etc.)(plug-ins: Shockwave, etc.)

Can you afford the software?Can you afford the software?

Criteria for Software Criteria for Software Evaluation- QUALITYEvaluation- QUALITY

CONTENT:: What is the goal of the software? Is it What is the goal of the software? Is it

consistent with yours and that of your consistent with yours and that of your students?students?

Is the level appropriate?Is the level appropriate? Is the content accurate?Is the content accurate? Is the material culturally appropriate?Is the material culturally appropriate? Does the software accommodate the Does the software accommodate the

students’ learning styles and preferences?students’ learning styles and preferences? Is the software interesting?Is the software interesting? How flexible is the sofware?How flexible is the sofware?

Criteria for Software Criteria for Software Evaluation- QUALITYEvaluation- QUALITY

FORMAT:FORMAT: Is the interface consistent?Is the interface consistent? Is the screen display effective?Is the screen display effective? In drill software, are the motivational In drill software, are the motivational

devices effective?devices effective?

Criteria for Software Criteria for Software Evaluation- QUALITYEvaluation- QUALITY

OPERATION:OPERATION: Is the software easy to use? Are the tasks Is the software easy to use? Are the tasks

and directions clear?and directions clear? Does the software allow text and graphics Does the software allow text and graphics

to be printed?to be printed? How much control are the learners allowed?How much control are the learners allowed? Are the quality and degree of feedback Are the quality and degree of feedback

adequate?adequate? What kinds of records does the software What kinds of records does the software

keep?keep?

Technology and Technology and Second Language Second Language

TeachingTeaching byby

Mark Warschauer and Carla MeskillMark Warschauer and Carla Meskill

Presented by Presented by

Lynette Li-hui ChenLynette Li-hui Chen

Date: January 26, 2006Date: January 26, 2006

Networked multimedia computing and Networked multimedia computing and the Internetthe Internet

What have students done with technology in What have students done with technology in language learning ?language learning ?

Use e-mailUse e-mail with counterparts to plan a bilingual Web site. with counterparts to plan a bilingual Web site.

Conduct online news groups to learn background cultural. Conduct online news groups to learn background cultural.

Use real-time computer-assisted discussion to gain Use real-time computer-assisted discussion to gain additional writing practice in classadditional writing practice in class. .

A Brief History of Technology and Language LearningA Brief History of Technology and Language Learning

The grammar-translation methodThe grammar-translation method have made some changes: have made some changes: from from blackboardblackboard→ → overhead projectoroverhead projector → → early computer software early computer software

programsprograms. .

The The audiolingual method - audiolingual method - repetition drillsrepetition drills - - the 1970s and '80s the 1970s and '80s ..

By the late 1970s, By the late 1970s, repetitive drills which focused only on language repetitive drills which focused only on language

form and ignored communicative meaningform and ignored communicative meaning achieved poor results. achieved poor results.

The 1980s and 1990s - The 1980s and 1990s - Communicative Language TeachingCommunicative Language Teaching.. - emphasizes student engagement in authentic, meaningful - emphasizes student engagement in authentic, meaningful

interaction. interaction. - There are two distinct perspectives are emphasized - There are two distinct perspectives are emphasized (1) Cognitive Approaches (1) Cognitive Approaches

(2) Sociocognitive Approaches.(2) Sociocognitive Approaches.

Cognitive ApproachesCognitive Approaches

- An individual psycholinguistic actAn individual psycholinguistic act. .

- A mental model of a language A mental model of a language system.system.

- Errors areErrors are seen as seen as natural by-natural by-products.products.

- Learners can construct their own Learners can construct their own cognitive models of the languagecognitive models of the language..

How Do Technologies Support a Cognitive How Do Technologies Support a Cognitive Approach to Language Learning ? Approach to Language Learning ?

(1)(1) Allow learners maximum opportunity to Allow learners maximum opportunity to be be exposed to language in meaningful exposed to language in meaningful context.context.

(2)(2) Construct learners’ own individual Construct learners’ own individual knowledgeknowledge. .

Examples:Examples:

What types of technologies are mentioned?What types of technologies are mentioned?

a. Text-reconstruction software.a. Text-reconstruction software.

b. Concordancing software.b. Concordancing software.

c. Multimedia simulation software.c. Multimedia simulation software.

a. Text-reconstruction Softwarea. Text-reconstruction Software - allows teachers to provide students various texts in - allows teachers to provide students various texts in

which letters or words are either which letters or words are either missing or scrambledmissing or scrambled. . Students work alone or in groups to complete or re-Students work alone or in groups to complete or re-arrange the texts, thus supporting a process of mental arrange the texts, thus supporting a process of mental construction of the linguistic system. construction of the linguistic system.

Example:Example: Missing Letters of the Alphabet Missing Letters of the Alphabet

http://www.kidport.com/Grade1/LanguageArts/Workbook/http://www.kidport.com/Grade1/LanguageArts/Workbook/Lang1_MissingLetter.htmLang1_MissingLetter.htm

Unscramble the Words Unscramble the Words

http://www.kidport.com/Grade1/LanguageArts/Workbook/http://www.kidport.com/Grade1/LanguageArts/Workbook/Lang1_Unscramble.htmLang1_Unscramble.htm

b. Concordancing Softwareb. Concordancing Software

- allows teachers or students to search through small or large allows teachers or students to search through small or large texts to texts to

look for instances of the actual use of particular words. look for instances of the actual use of particular words.

- Concordancers are supplements to Concordancers are supplements to dictionariesdictionaries in that in that they help they help

illustrate the usage of a word,illustrate the usage of a word, rather than just its rather than just its definition. definition.

Example:Example: The Free Dictionary By FarlexThe Free Dictionary By Farlex http://www.thefreedictionary.com/regardlesshttp://www.thefreedictionary.com/regardless

WordReference.comWordReference.com

http://forum.wordreference.com/showthread.php?t=18988http://forum.wordreference.com/showthread.php?t=18988

c. c. Multimedia Simulation SoftwareMultimedia Simulation Software

- - allows learners to enter into allows learners to enter into computerized computerized microworldsmicroworlds with with

exposure to language and culture in a meaningful exposure to language and culture in a meaningful audio-audio-

visual contextvisual context. . Example:Example: Latest News In Video and Audio Latest News In Video and Audio 民視新聞民視新聞 http://www.ftvn.com.tw/http://www.ftvn.com.tw/ FTV English News Edition (Formosa News)FTV English News Edition (Formosa News) http://englishnews.ftv.com.tw/index.asphttp://englishnews.ftv.com.tw/index.asp

Sociocognitive ApproachesSociocognitive Approaches

- emphasize the emphasize the social aspectsocial aspect of language acquisition of language acquisition

learning a language is viewed as learning a language is viewed as a process of apprenticeshipa process of apprenticeship or or socializationsocialization into particular into particular discourse communitiesdiscourse communities (Schieffelin & Ochs, 1986; Gee, 1996). (Schieffelin & Ochs, 1986; Gee, 1996).

Lesson 1 ： Making Breakfast 做早餐 http://www.liveabc.com/site/Online_Store/resource/

essential_english/essential_dialog.asp?sort= 食衣住行&lesson=01&course=Making%20Breakfast%20 做早餐 &seq=1

http://www.liveabc.com/index.asp

students need to be given maximum opportunity for students need to be given maximum opportunity for authentic authentic social interactionsocial interaction, not only to provide comprehensible input but , not only to provide comprehensible input but also to give students practice in the kinds of communication they also to give students practice in the kinds of communication they will later will later engage in outside the classroomengage in outside the classroom. .

Advantages of using LiveABC’s CD-ROM learning programs: http://www.liveabc.com/english/cd.asp

Why is the Internet a powerful tool for Why is the Internet a powerful tool for assisting a sociocognitive approach to assisting a sociocognitive approach to language teaching?language teaching?

The Internet is a vast interactive medium which can be used in a myriad of The Internet is a vast interactive medium which can be used in a myriad of ways.ways.

(1) Computer-Mediated Communication in a Classroom(1) Computer-Mediated Communication in a Classroom - using the Internet to - using the Internet to facilitate interactionfacilitate interaction within and across within and across discourse communities. discourse communities. How does it work?How does it work? a. a. Through computer-assisted classroom discussionThrough computer-assisted classroom discussion,, such as such as Daedalus Interchange by Daedalus, Inc. It is a program that Daedalus Interchange by Daedalus, Inc. It is a program that mimics other on-line chat or discussion mimics other on-line chat or discussion environments. environments. (http://cai.ucdavis.edu/instruction/guide/chapter4.html) (http://cai.ucdavis.edu/instruction/guide/chapter4.html) The class The class (1) meets in a networked computer lab,(1) meets in a networked computer lab, (2) communicates through writing,(2) communicates through writing, (3) types in their messages,(3) types in their messages, (4) and hits a key to instantly send the message to the rest of the (4) and hits a key to instantly send the message to the rest of the

class. class. All the messages are listed chronologically on the top half of the All the messages are listed chronologically on the top half of the

screen and screen and can be easily scrolled through and re-read. can be easily scrolled through and re-read. b. b. Through outside-of-class discussionThrough outside-of-class discussion.. For example: E-MAIL or For example: E-MAIL or conferencing systems. Special lists can be set up so that conferencing systems. Special lists can be set up so that students' messages get automatically forwarded to either a students' messages get automatically forwarded to either a small group or the whole class. small group or the whole class.

(2) Computer-Mediated Communication for Long (2) Computer-Mediated Communication for Long Distance Distance

ExchangeExchange

- it allows students the opportunity for target language - it allows students the opportunity for target language practice in situationspractice in situations where such practice might where such practice might otherwise be difficult. otherwise be difficult. - using - using e-maile-mail and and Web-based conferencing systemsWeb-based conferencing systems or or various types of software for various types of software for synchronous chattingsynchronous chatting. . - the most effective exchange projects are ones that are - the most effective exchange projects are ones that are well-integrated into the course goals and are based on well-integrated into the course goals and are based on purposeful investigation such as joint exploration of purposeful investigation such as joint exploration of culture, social conditions, film, or literature and often culture, social conditions, film, or literature and often result in some kind of result in some kind of collaborative publicationcollaborative publication (for (for examples and discussion, see Cummins & Sayers, examples and discussion, see Cummins & Sayers,

1997; Sayers, 1993; Warschauer, 1995a; 1995b).1997; Sayers, 1993; Warschauer, 1995a; 1995b).

(3) Accessing Resources and Publishing on the World (3) Accessing Resources and Publishing on the World Wide WebWide Web

- The World Wide Web offers - The World Wide Web offers a vast array of resourcesa vast array of resources

from from throughout the world. throughout the world. - in language education, it supports - in language education, it supports a sociocognitive a sociocognitive

approachapproach by helping immerse students in discourses that by helping immerse students in discourses that extend well beyond the classroom, their immediate extend well beyond the classroom, their immediate communities, and their language textbook. communities, and their language textbook.

- Students can use Web pages - Students can use Web pages as authentic materialsas authentic materials for for conducting research on culture and current events (see for conducting research on culture and current events (see for example Lixl-Purcell, 1995; Osuna & Meskill, 1998) or for example Lixl-Purcell, 1995; Osuna & Meskill, 1998) or for gathering material for class projects and simulations (see gathering material for class projects and simulations (see for example Deguchi, 1995; Rosen, 1995). for example Deguchi, 1995; Rosen, 1995).

- Students can also - Students can also publishpublish their own work their own work on the World on the World Wide WebWide Web, thus enabling , thus enabling writing for a real audiencewriting for a real audience. .

Whether or not technologies truly Whether or not technologies truly "work“?"work“?

AdvantagesAdvantages

1.The world of online communication is 1.The world of online communication is aa vast new mediumvast new medium

2. New communications technologies are 2. New communications technologies are part part

of the broader ecology of lifeof the broader ecology of life at the at the turnturn

of the century.of the century.

3. The computer is a powerful tool for this3. The computer is a powerful tool for this process as it allows students access to process as it allows students access to online online environments of internationalenvironments of international communicationcommunication. .

DisadvantagesDisadvantages

1. 1. Investment of MoneyInvestment of Money Implementing new technologies in Implementing new technologies in education is expensive, such as education is expensive, such as expenses for hardware, software, expenses for hardware, software, staff training, and computer staff training, and computer laboratory maintenance.laboratory maintenance.2. 2. Investment of TimeInvestment of Time Spending enormous amounts of Spending enormous amounts of time learning constantly-changing time learning constantly-changing software programs and trying to software programs and trying to figure out the best way to use figure out the best way to use them in the classroom.them in the classroom. Taichung Municipal Hui-wen High SchoolTaichung Municipal Hui-wen High School

http://mail.hwsh.tc.edu.tw/93web/studhttp://mail.hwsh.tc.edu.tw/93web/students/index1.htments/index1.htm

3. 3. Uncertainty of ResultUncertainty of Result

ConclusionsConclusions When appropriately implemented, When appropriately implemented, new technologies new technologies

provide the means to help reshape both the content provide the means to help reshape both the content and processes of language educationand processes of language education..

Appropriate use of new technologies allows for a more Appropriate use of new technologies allows for a more thorough integration of language, content, and culture than thorough integration of language, content, and culture than ever before and provides students with unprecedented ever before and provides students with unprecedented opportunities for autonomous learning. opportunities for autonomous learning.

SiomonSiomon http://www.hwsh.tc.edu.tw/teaching/english/index.htmhttp://www.hwsh.tc.edu.tw/teaching/english/index.htm

The key to successful use of technology in language The key to successful use of technology in language teaching lies not in hardware or software but in teaching lies not in hardware or software but in "humanware"?"humanware"? ((our human capacity as teachers to plan, our human capacity as teachers to plan, design, and implement effective educational activity.)design, and implement effective educational activity.)

QUESTIONSQUESTIONS How can out-of-class (speaking) tasks be evaluated in How can out-of-class (speaking) tasks be evaluated in

terms of effectiveness?terms of effectiveness? How valuable are student- created language tasks?How valuable are student- created language tasks? What type/parts of software can you imagine integrating What type/parts of software can you imagine integrating

into your syllabus?into your syllabus? How can EFL teachers use all of the technologies in How can EFL teachers use all of the technologies in

reading, writing, listening, speaking, grammar, and reading, writing, listening, speaking, grammar, and vocabulary in the CALL environment?vocabulary in the CALL environment?

Self-correction is a process in language learning. How can Self-correction is a process in language learning. How can these software boost students’ evaluation of their own these software boost students’ evaluation of their own learning?learning?

What can we do if some of our students don’t have a What can we do if some of our students don’t have a computer at home or don’t have an access to go online to computer at home or don’t have an access to go online to do their assignment? do their assignment?

Do you have an approach or suggestions to evaluate the Do you have an approach or suggestions to evaluate the improvement of students’ four skills in learning a improvement of students’ four skills in learning a language? Listening, speaking, reading, and writing?language? Listening, speaking, reading, and writing?