L2  Learners’ Stories  Evidence From Language Exchange Communities As An Autonomous Learning Tool
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L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool






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  • Students today are fundamentally different. Due to the kinds of experiences they have had with interactive technologies their entire lives, they have developed preferences that are different than most of ours. Marc Prensky has given them the title of “Digital Natives.” They are visual learners, multi-taskers, with short attention spans, who use technology to express themselves. They are information analysts, content producers, and real-time learners who prefer instant and text messages. Technology is very important in their lives. They have to turn off their cell phones and put away their iPods. Click on underlined text to watch videos.
  • The application of new technologies to education, in this context, language education, is altering, obviously, the way we live, we think, we learn and we teach.

L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool Presentation Transcript

  • 1. L2 Learners’ stories: Evidence from language exchange communities as an autonomous learning tool Cem BALÇIKANLI Gazi University English Language Teaching Department E-mail: [email_address] English as an International Language Conference , İzmir - 2009
  • 2. Outline
    • 1* web technologies in language learning
    • 2* language exchange communities- how they work?
    • 3* study
    • 4* conclusions
  • 3. One way Exclusive Web designer Static In the hands of few WEB 1.0
  • 4. Social networks Collaboration Co-creation Shared control My Web WEB 2.0
  • 5. Today’s students are D i g i tal Nat i ves ( Marc Prensky , 2001 )
    • Visual learners
    • Multi-taskers
    • Short attention spans
    • Use technology to express themselves
    • Information analysts
    • Content producers
    • Real-time learners - instant messages.
  • 6. Examples of Web 2.0 Technologies
  • 7. N ew technologies (self-access multimedia facilities, for instance) provide the practical means whereby learners can take a more active part in decisions involved in learning . Raya, M. K. & Fernandez, J. M. P. (2002). Learner Autonomy and New Technologies . Educational Media International.39 (1) 61-68
  • 8. language exchange communities
  • 9.
  • 10.
  • 11.
  • 12. Worldia
  • 13. T he e nglish l anguage i nstitute, in the University of Florida f ive i nternational s tudents l earning e nglish Mixxer, Worldia i nterview
  • 14.
  • 15. Is it easy to use? Is it interesting?  Why?  Is it good for English practice?  How? How do es it contribute to your independent skills? What other special features do es it have ?
  • 16. Extracts from students … it keeps me alert in English. … you can only learn some in class, so tools outside the classroom are important. … thanks to this, I feel I have developed more awareness for my learning. … it is very good for English practice. … I feel less nervous when I practice English with it. … it is essential in a way that it increases contact with language … it is very motivating to use it. … I can practice English in a way that I want. … the potential use for language learning is great as it helps foster learner autonomy. … I can learn daily expressions through this we b site.
  • 17. L anguage awareness Learner independence Less threatened atmosphere Learner interaction Authentic Language Exposure
  • 18. THANK YOU