3. Housekeeping
Next Wednesday: 5:15-6:30 drop-in workshop on
building your own website (on NAU servers and/or
Google) in LA 301
Turn in Materials Development tonight (10 points).
4. Sticking files in your
blog
To insert a file in your Blogger blog…
Go to Google Drive (drive.google.com)
Use your same login.
Upload the file(s).
5. Uploading files to
Google Drive
Once the files are uploaded, click “Share.”
Change the Privacy Settings
Post “Link to share” in your blog.
6. Google Drive Privacy
Settings
To share the document on your blog, choose Public on the
web or Anyone with the link.
Then copy and past the link in your blog entry.
7. Materials Development
Grading
1. Lesson plan: Clear, explicit, technology used for
language learning, match between goals/objectives
and activities.
2. Technology: Has a clear purpose, scaffolded
instructions for learners, works and is meaningful.
3. Overview: Explains learning context and
goals/objectives, provides rationale for using
technology, refers to readings in CALL when
appropriate.
8. Flowerdew: Challenges
Bottom-up, atomistic
Data are decontextualized (not transferable to
students’ work)
Corpus-based learning usually inductive, but why?
Lots of types of corpora – which to use?
9. Inductive work with
corpora
Data-driven learning most common model of corpus-
based teaching.
Two forms: hands-on or paper-based
Concordance lines or searches are used to notice
patterns.
Why is this so? (Scaffolding, Guided Induction)
Flowerdew gives 4 step model:
10. AntConc
Free, accessible concordancer (Paid:
MonoConc, Wordsmith; Free: AntConc, Regex
Concord).
Use to develop concordance lines for research or
teaching.
Can train learners to use it
Carefully sequenced instructions
Try out and plan model searches beforehand.
Use corpus appropriate for learning level and purpose.
11. Presentations
Taichi: Collentine, K. (2009). Learner-use of holistic language
units in multimodal, task-based synchronous computer-
mediated communication. Language Learning &
Technology, 13(2), 68-87.
Marianna: Hampel, R. (2006). Rethinking task design for the
digital age: A framework for language teaching and learning in
a synchronous online environment. ReCALL 18 (1), 105-121.
Kerry: Sauro, S. (2011). SCMC for SLA: A research synthesis.
CALICO Journal, 28(2), 369-391.
12. Which of the following do
you use?
Video conferencing
Discussion forums
Social networking commenting
Voice messaging (e.g., Audioboo, Voicethread)
IRC Chatrooms
Blog/news story commenting
Youtube commenting
13. Lai & Li, 2011
TBLT – based on CLT principles
Ellis (2009)
1. Primary focus on meaning
2. Gap (knowledge, opinion) drives task
3. Rely on learners’ resources to complete activity
4. Clearly defined outcome, using lang to achieve the
outcome.
14. Limitations/criticisms of
TBLT
Requires students to pretend they’re not in class
Trad classroom structures (passive
learning, crowded/large classes) not conducive
Different levels of learners
Use of target lang
15. Technology-based TBLT
Two main forms: Synchronous/Async CMC
Tech-based TBLT requires more expanded
communicative competence, including:
Linguistic-functional competence
sociocultural competence
institutional competence
environmental competence
(Lamy, 2004)
16. Research shows…
Anonymity reduces affective filters, more language
production (and more complex and accurate)
(deindividuation)
Learners use L2 consistently
Negotiation leads to language learning
More creativity
Collaborative tasks can provide scaffolding
framework
17. Task design
In designing Tech-based TBLT activities we should
consider…
Give learners language preparation
Give learners sociocultural/pragmatic preparation.
Give learners clear evaluation criteria/means for
feedback.
Understand where/how focus on form plays a role in
your CMC.
18. Post-task activities
Use the CMC interaction to create data for learners
reflection (i.e., record video, copy transcripts of text
interaction).
Have learners engage in reflective activities
(discussions, blogging, etc.) about their language
use, success of their task, etc.
19. Discussion
What makes a good language learning task (with or
without technology)? Have you used any or seen any
that you thought were effective? What made them
so?
What might be some important differences in the
application of synchronous vs asynchronous CMC in
TBLT?
20. Discussion (part 2)
With your group, brainstorm some technologies that
you know of that might be useful in designing TBLT.
What are they?
As a group come up with at least 1 Tech-based
language learning task. Share it with the class.
