Integrating tutors and CALL in EFL Bob Gettings Hokusei Gakuen University Junior College Sapporo, Japan [email_address] bgettings.com

The Program Since 2005 Junior college English majors Academic Advising & Study Skills Conversation tutors in Oral English Classes English Lunch Program Writing tutors How can CALL be used to enhance EFL classes and the tutor program?

Since 2005

Junior college English majors

Academic Advising & Study Skills

Conversation tutors in Oral English Classes

English Lunch Program

Writing tutors

How can CALL be used to enhance EFL classes and the tutor program?

Academic Advising & Study Skills Interview each student 2 or 3 times a semester Focus on how study meets life & short term goals Identify areas where students would like to improve language skills Students create an individual study plan Re-evaluate the plan and create a new one at the next interview Video

Interview each student 2 or 3 times a semester

Focus on how study meets life & short term goals

Identify areas where students would like to improve language skills

Students create an individual study plan

Re-evaluate the plan and create a new one at the next interview

Video

Problems ・ Solutions・ CALL Time consuming for staff Too much focus on TOEFL, TOEIC & STEP Test? Students forget appointments or can’t change times Students come unprepared Goals are soon forgotten. Created Studies Skills “class” Tests??? Used Moodle’s Schedule module to sign up, check or change appointments Used the Assignment or Database Module to have students do a guided reflection about their goals. Online evaluations of goals between Academic Advising visits.

Time consuming for staff

Too much focus on TOEFL, TOEIC & STEP Test?

Students forget appointments or can’t change times

Students come unprepared

Goals are soon forgotten.

Created Studies Skills “class”

Tests???

Used Moodle’s Schedule module to sign up, check or change appointments

Used the Assignment or Database Module to have students do a guided reflection about their goals.

Online evaluations of goals between Academic Advising visits.

Moodle’s Schedule Module

Moodle’s Database Module

Tutors in Conversation Classes Emphasis on World Englishes Tutors from Europe, Asia & Africa Graduate students (or spouses) from a local university Some were EFL teachers in their home countries 4 x 45 minutes a week Teacher and 12 – 18 students Three conversation tutors one class a week Video

Emphasis on World Englishes

Tutors from Europe, Asia & Africa

Graduate students (or spouses) from a local university

Some were EFL teachers in their home countries

4 x 45 minutes a week

Teacher and 12 – 18 students

Three conversation tutors one class a week

Video

Goals for Tutors in the Curriculum Give students immediate feedback individually or during small group and pair work Increase affective level of engagement in conversation & writing tasks Multi-cultural engagement (conversation content, etc.) Many Englishes listening - responding Act as EFL learner models See Maune, J. (to be published online). International Tutors for Conversation Classes , and Morikoshi, K. Establishing and Managing an English Writing Center in Japan in the JALT2007 Conference Proceedings.

Give students immediate feedback individually or during small group and pair work

Increase affective level of engagement in conversation & writing tasks

Multi-cultural engagement (conversation content, etc.)

Many Englishes listening - responding

Act as EFL learner models

See Maune, J. (to be published online). International Tutors for Conversation Classes , and Morikoshi, K. Establishing and Managing an English Writing Center in Japan in the JALT2007 Conference Proceedings.

Student Response Conversation Tutors 81 – 1 st 106 – 2 nd Successful? Should be continued?

81 – 1 st 106 – 2 nd

Successful?

Should be continued?

Student Response Conversation Tutors Interesting? When they are in class do you want to talk? Does your speaking ability improve?

Interesting?

When they are in class do you want to talk?

Does your speaking ability improve?

Student Response Conversation Tutors Successful ？ Equal chance to talk with them? Tutors’ English easy to understand?

Successful ？

Equal chance to talk with them?

Tutors’ English easy to understand?

Student Response Conversation Tutors What communication strategies do you use when you can’t understand the tutors?

What communication strategies do you use when you can’t understand the tutors?

Problems ・ Solutions・ CALL Teachers underutilize tutors (during lecture style explanations, student writing or preparation for activities?) Tutors too directive in activities with students Scheduling and absences of tutors or teachers Cut explanations short or put them online. Self-paced online guided tasks or projects that require face to face interactions with tutors. Program wide: Talking with teachers or tutors individually about problems. Future: Tutor & teacher training

Teachers underutilize tutors (during lecture style explanations, student writing or preparation for activities?)

Tutors too directive in activities with students

Scheduling and absences of tutors or teachers

Cut explanations short or put them online.

Self-paced online guided tasks or projects that require face to face interactions with tutors.

Program wide:

Talking with teachers or tutors individually about problems.

Future:

Tutor & teacher training

English Lunch Voluntary participation? One teacher & 3 – 30 students One or two tutors Bring cafeteria lunches to a room with an all-English rule Video

Voluntary participation?

One teacher & 3 – 30 students

One or two tutors

Bring cafeteria lunches to a room with an all-English rule

Video

Student Response English Lunch How many times have you participated? Has it helped improve your English ability? Should the program be continued?

How many times have you participated?

Has it helped improve your English ability?

Should the program be continued?

English Lunch Problems ・ Solutions・ CALL Student attendance too low Teacher/student ratio Required students to come but then attendance was too high Added tutors to program

Student attendance too low

Teacher/student ratio

Required students to come but then attendance was too high

Added tutors to program

Writing Lab & Writing Tutors Native speakers of English Available 9 – 5 weekdays Students sign up for 30 minute conferences about a writing task Can also use a tutor’s open time for conversation practice Video

Native speakers of English

Available 9 – 5 weekdays

Students sign up for 30 minute conferences about a writing task

Can also use a tutor’s open time for conversation practice

Video

Student Response Writing Tutors Visited the Lab? Conversation Writing help No Program successful? Should the program be continued?

Visited the Lab?

Conversation

Writing help

No

Program successful?

Should the program be continued?

Student Response Writing Tutors Tutors helped improve your writing skill? How many times did you visit?

Tutors helped improve your writing skill?

How many times did you visit?

Problems ・ Solutions・ CALL Most students don’t use the tutors’ services unless they are forced to. Paper scheduling & missed appointments Tutors don’t know the teacher’s goals. Sometimes very busy – sometimes no students come Include a tutor check as part of the grade for assignments. Asked tutors to fill out an online questionnaire for each of my History or Composition students that they see. Future: Use Schedule module? Develop more paperwork (online) form for teachers to request tutors’ specific guidance Training

Most students don’t use the tutors’ services unless they are forced to.

Paper scheduling & missed appointments

Tutors don’t know the teacher’s goals.

Sometimes very busy – sometimes no students come

Include a tutor check as part of the grade for assignments.

Asked tutors to fill out an online questionnaire for each of my History or Composition students that they see.

Future:

Use Schedule module?

Develop more paperwork (online) form for teachers to request tutors’ specific guidance

Training

First Year English Composition Paragraph Check List 1st 2nd 3rd 4th Student number_________ class_____ Date checked ____ ____ ____ ____ Student name ____________________ Checkers name ____ ____ ____ ____ Is your writing in paragraph style? □ □ □ □ ( 段落はパラグラフの形式をとっていますか ) Does the paragraph have a topic sentence? □ □ □ □ ( その段落にはトピック・センテンスは含まれていますか ) Do all the sentences relate to the topic sentence? □ □ □ □ ( 全ての文章はトピック・センテンスに関連していますか ) Is there more than one supporting sentence? □ □ □ □ ( サポート・センテンスは含まれていますか ) Is there a concluding sentence? □ □ □ □ ( 結論づける文章はありますか ) Are there some complex sentences? □ □ □ □ Did you check your punctuation, capitals, and plurals? □ □ □ □ ( 句読点、大文字・小文字、複数形など、間違いがないか確認しましたか ) Did you read your composition entirely in one sitting at least once? □ □ □ □ ( 最初から最後まで少なくとも一度は読みましたか ) Comments:

1st 2nd 3rd 4th

Student number_________ class_____ Date checked ____ ____ ____ ____

Student name ____________________ Checkers name ____ ____ ____ ____

Is your writing in paragraph style? □ □ □ □

( 段落はパラグラフの形式をとっていますか )

Does the paragraph have a topic sentence? □ □ □ □

( その段落にはトピック・センテンスは含まれていますか )

Do all the sentences relate to the topic sentence? □ □ □ □

( 全ての文章はトピック・センテンスに関連していますか )

Is there more than one supporting sentence? □ □ □ □

( サポート・センテンスは含まれていますか )

Is there a concluding sentence? □ □ □ □

( 結論づける文章はありますか )

Are there some complex sentences? □ □ □ □

Did you check your punctuation, capitals, and plurals? □ □ □ □

( 句読点、大文字・小文字、複数形など、間違いがないか確認しましたか )

Did you read your composition entirely in one sitting at least once? □ □ □ □

( 最初から最後まで少なくとも一度は読みましたか )

Comments:

Personal Goals for my Classes & Tutors Affective engagement Lots of feedback Coaching rather than a teacher fronted classroom Facilitate student self-reflection & goal setting

Affective engagement

Lots of feedback

Coaching rather than a teacher fronted classroom

Facilitate student self-reflection & goal setting

CALL & Video Analysis Projects Conversations Presentations Presentations + Audio (YouTube, etc.) Podcasts

Conversations

Presentations

Presentations + Audio (YouTube, etc.)

Podcasts

Format: Student Produced Video Ss make a video of an oral production Ss open the video online and analyze their strong and weak points Work on one or two weak points over several classes Make a second video and compare it to the first.

Ss make a video of an oral production

Ss open the video online and analyze their strong and weak points

Work on one or two weak points over several classes

Make a second video and compare it to the first.

Student produced video During small group work or presentation one student is the cameraperson When finished, they give the teacher the SD card. Teacher uploads the file to the net (Moodle) for analysis

During small group work or presentation one student is the cameraperson

When finished, they give the teacher the SD card.

Teacher uploads the file to the net (Moodle) for analysis

Online Guided Analysis & Goal Setting What was better or worse than in your usual conversation practice? Describe one thing. List 4 or 5 of your good or bad points. List some of your partner’s good & bad points. List some things you would like to change. Pick one thing and concretely describe how you can practice to change it. (Student Action Plan)

What was better or worse than in your usual conversation practice?

Describe one thing.

List 4 or 5 of your good or bad points.

List some of your partner’s good & bad points.

List some things you would like to change.

Pick one thing and concretely describe how you can practice to change it. (Student Action Plan)

Practice & Evaluation Before each practice tell partners the focus Conversation – “Giving longer answers to questions” Presentations – “Eye contact” Podcast – “Voice tone” After practice, evaluate! Informal discussion, paper or online Ask students to summarize evaluations

Before each practice tell partners the focus

Conversation – “Giving longer answers to questions”

Presentations – “Eye contact”

Podcast – “Voice tone”

After practice, evaluate!

Informal discussion, paper or online

Ask students to summarize evaluations

Conversation Project Two videos of 5 – 10 minute conversations (w/ student & tutor) Discussion of strong & weak points 4 – 6 week practice with many partners before final video Research Project begun in 2005 with Aki Nishihara See Textbooks? No! Blended CALL for EFL Conversation Classes or Web-based video self-analysis of conversation and presentations at bgettings.com

Two videos of 5 – 10 minute conversations (w/ student & tutor)

Discussion of strong & weak points

4 – 6 week practice with many partners before final video

Conversation Problems ・Solutions Students focused on visual rather than audio (language) Students don’t have a concrete vision of strategies to improve Goals too general Use audio recording rather than video. (Emiko Izumi – g007) Simpler & more focused guided analysis Develop online communication strategies text & videos. Blended (hybrid) approach with tutor-student guidance face to face

Students focused on visual rather than audio (language)

Students don’t have a concrete vision of strategies to improve

Goals too general

Use audio recording rather than video. (Emiko Izumi – g007)

Simpler & more focused guided analysis

Develop online communication strategies text & videos.

Blended (hybrid) approach with tutor-student guidance face to face

Simpler guided analysis

Some focus on strategies After each interview question, how many other questions did you ask your partner?

After each interview question, how many other questions did you ask your partner?

Online description of task & training PowerPoint explanations saved in movie format with voiceover Captivate, iMovie, Windows Movie Maker 2 Upload to the web for Flash format Short screenshot-based movie explanations of computer based tasks Captivate, SnapzPro Text or graphics based instruction

PowerPoint explanations saved in movie format with voiceover

Captivate, iMovie, Windows Movie Maker 2

Upload to the web for Flash format

Short screenshot-based movie explanations of computer based tasks

Captivate, SnapzPro

Text or graphics based instruction

Presentation Project Individual or group Given to 3 – 5 listeners per time and repeated 3 – 7 times Before and after videos Formal feedback after each presentation Focus on research and content Writing tutor advice on script Focus on interaction with audience and discussion Can be recycled as podcasts for a wider audience

Individual or group

Given to 3 – 5 listeners per time and repeated 3 – 7 times

Before and after videos

Formal feedback after each presentation

Focus on research and content

Writing tutor advice on script

Focus on interaction with audience and discussion

Can be recycled as podcasts for a wider audience

Presentations Problems ・Solutions Time consuming Students need to learn technical things not related to oral production goal. Absence of one member of group Coordination with Computer Literacy class Presentations outside of class can be videoed and submitted

Time consuming

Students need to learn technical things not related to oral production goal.

Absence of one member of group

Coordination with Computer Literacy class

Presentations outside of class can be videoed and submitted

Presentations + Audio? Recycle presentations adding voiceovers Record with headset Directly into PowerPoint on Macintosh Save Ppt as graphics and make a slideshow movie with iMovie or Windows Movie Maker 2 Record with Audacity or IC recorder Upload to YouTube, voicethread or another online sharing site See Sergio Mazzarelli’s abstract d-020 or http:// www.deepmoat.com/moodle

Recycle presentations adding voiceovers

Record with headset

Directly into PowerPoint on Macintosh

Save Ppt as graphics and make a slideshow movie with iMovie or Windows Movie Maker 2

Record with Audacity or IC recorder

Upload to YouTube, voicethread or another online sharing site

Presentations + Audio? Focus on writing tutor reviewing the script Focus on teacher or tutor as voice coach Practice of clarity and dramatic reading Begin with PowerPoint and text for practice with the final product being a recording

Focus on writing tutor reviewing the script

Focus on teacher or tutor as voice coach

Practice of clarity and dramatic reading

Begin with PowerPoint and text for practice with the final product being a recording

Presentations + Audio Expected Problems ・Solutions Learning curve Distribution & feedback Make project extra-credit Design technical instruction as a Computer Literacy class module Class, not individual YouTube page Link production to class BBS. Students must find 10 or more viewers to evaluate the slideshow

Learning curve

Distribution & feedback

Make project extra-credit

Design technical instruction as a Computer Literacy class module

Class, not individual YouTube page

Link production to class BBS. Students must find 10 or more viewers to evaluate the slideshow

CALL: Student Self-reflection & Goal Setting Especially in Oral Production Online description & training so that students can begin & complete task at own pace Upload videos of student conversation practice or presentations for analysis. Online questionnaires to guide observation & analysis of video. Online dialog with teacher that leads to setting goals. Upload of final video for self and peer evaluation of practice and improvement.

Online description & training so that students can begin & complete task at own pace

Upload videos of student conversation practice or presentations for analysis.

Online questionnaires to guide observation & analysis of video.

Online dialog with teacher that leads to setting goals.

Upload of final video for self and peer evaluation of practice and improvement.

Practice – Feedback – Practice Loops & Tutors? CALL? Not product but practice e.g. Presentations 4 -7 times Composition rewrites Video or podcast script writing and editing Feedback from Self, Peers, Tutors, Teacher Goals setting after feedback and analysis Practice of new goals until satisfied

Not product but practice

e.g. Presentations 4 -7 times

Composition rewrites

Video or podcast script writing and editing

Feedback from

Self, Peers, Tutors, Teacher

Goals setting after feedback and analysis

Practice of new goals until satisfied

Both Tutors & CALL . . . . . .increase the individualized feedback available to each student . . . free the teacher from teacher fronting so that more coaching is possible . . . provide scaffolding for task completion so that students can learn at own pace. . . . can facilitate student self reflection, goal setting and autonomy

. . .increase the individualized feedback available to each student

. . . free the teacher from teacher fronting so that more coaching is possible

. . . provide scaffolding for task completion so that students can learn at own pace.

. . . can facilitate student self reflection, goal setting and autonomy

My Goals for 2008 - 2009 Develop online training videos for communicative strategies and presentation skills Use EFL speakers who are also native speakers of Japanese as tutors Pilot the Presentations + Audio and Podcasting Projects

Develop online training videos for communicative strategies and presentation skills

Use EFL speakers who are also native speakers of Japanese as tutors

Pilot the Presentations + Audio and Podcasting Projects

bgettings.com [email_address] Thanks!

Thanks!