Tell pd ppt

Presented by
Mya Sandar Kyaw
C103(2019)
1

Content
 Definitions of TELL, MALL, CALL, iCALL
 Language skills
 Apps used for each skill or for each language
component
 Basic & Advanced CALL skills for classroom teachers
 The Technology Readiness Level
 Alignment of technology and theories
 Evaluation of apps
2

Definitions of TELL,
MALL, CALL, iCALL

Technology Enhanced Language learning
TELL, MALL, CALL, iCALL
 TELL - Technology Enhanced Language Learning
 MALL - Mobile Assisted Language Learning
 CALL - Computer Assisted Language learning
 iCALL – Intelligent CALL
4

 Language Skills
o Listening, Reading and Viewing
o Speaking, Writing and Representing
 Language Components
o pronunciation/intonation/prosody, vocabulary/lexicon;
grammar/syntax/morphology
 Socio-cultural competence; Intercultural communication
(pragmatics)
 Technological Environments/ Contexts
o CMC, telecollaboration; gaming & simulations; Virtual
Learning Environments (VLE); Mobile Assisted Language
Learning (MALL)
o corpora and concordance tools; online dictionary/thesauri;
multimedia tools devices, resources; social software tools;
technology mediated assessment

Apps used for each skill or for
each language component
7

English language learning 4.0 ?
Literacy has changed
 Reading and Listening viewing
 Decoding evaluating
 Writing and Speaking presenting
 Text or audio multimodal
 CALL iCALL
8

How do we teach language in Education 4.0?
Technology-enriched language learning:
 TELL; CALL; MALL; iCALL concepts
 CMC (Computer-mediated communication)
 Gaming and simulations
 Virtual learning environments (VLE); Learning
Management Systems (LMS)
 Digital (online) tools/devices (corpora and concordance
tools; dictionary/thesauri; multimedia tools/devices;
applications)
9

Gaming and simulations
 Meaningful language use, goal-oriented, and discovery-
based pedagogy
 Simulated immersed environments with avatars (e.g.
MIDD World Online)
 Online language learning apps (e.g. Duolingo, Babbel,
etc.)
10

CMC (Computer-mediated communication)
 Opportunities for language learners to practice language,
Asynchronous and synchronous telecollaboration:
 Email
 Online Forums, Chatrooms (LMS, VLE, Blogs)
 Video conferencing (VoIP service e.g. Skype, Zoom, Viber)
 Blogs (e.g., Blogger, Wordpress), Wiki (e.g., Wikispaces,
Wikipedia)
 Social network service (SNS e.g. Lang-8, Facebook, Twitter,
Instagram)
 SMS (e.g. WhatsApp, Line)
11

VLE and LMS
 Learning management system (e.g. Blackboard, Moodle,
Canvas, etc.)
 MOOCS (e.g. Coursera, EdX)
 Blogs, SNS, etc. (e.g. Wordpress, Facebook)
 Affords Learning Analytics
12

13

Reading
 Extensive Reading (eg. M-reader, X reading.com. ER
Central, AntWord Profiler)
 Social Reading (eg. eComma)
https://ecomma.coerll.utexas.edu/
 Share parts of reading for others to comment
 Social Annotation (eg. Diigo, Readmoo)
 Users mark or highlight pieces of information of interest
and share the annotation with other users
 Electronic dictionaries (WordReference.com, glosses and
annotation (Annotate.com. Diigo, Bounce)
14

Reading
 Adaptive NLP tools (eg. SmartReader, MyVLS-Reader)
 Concordance (eg. Lextutor, Phrases in English)
 Reading level classification (eg. VocabProfile,
TexLexCompare, TextLadder)
 Text-to-speech (TTS) (eg. Voki, Chrome Select and
Speak, Translator)
 Speech Recognition (SR) ( eg. Chrome Docs, Windows
Speech Recognition (WSR) )
15

Listening
 Tutor-type listening with support (e.g. Quizlet; BBC
Learning English)
 Content (e.g. ESLpod; Breaking News; RadioLingua;
ESL-lab; elllo)
 Captions and transcripts (e.g. Youtube; webquest.org)
 Electronic glossaries and dictionaries (e.g. wordweb.info;
Clilstore)
 Play speed controls (e.g. Youtube)
16

Listening
 Text-to-speech (TTS) (e.g. Voki, Chrome Select and
Speak, Translator)
 Speech Recognition (SR) (e.g. Chrome Docs, Windows
Speech Recognition (WSR))
 https://www.voki.com/site/create
Speaking:
 VoIP: Skype, Viber, LINE,
 Google hangouts;
 AV conferencing: BigBluebutton;
17

Pronunciation; Speaking
 Tutorial CALL with automatic speech recognition (ASR).
(e.g. Dragon Anywhere; Rosetta Stones’s TeLL Me More;
Goggle Docs)
 Computer-assisted pronunciation training (CAPT) (e.g.
PRAAT)
 Recording and editing software (e.g. Audacity;
PodOmatic; SoundCloud; VideoANT)
 CMC (e.g. Skype, Viber, LINE, Google hangouts;
BigBluebutton; Zoom; Voice Boards; VoiceThread)
18

19

Writing- planning, revising, editing
 Structured practice (e.g. Academic Writing)
 https://www.victoria.ac.nz/llc/llc_resources/academic-
writing/index.html
 Free-form writing (e.g. Google Docs; iA Writer; Focus
Writer; Calmly Writer)
 Long form: essays/stories; fan fiction;
 Short form: email, blog, wiki
 Collaborative writing
 Group-, peer- and teacher feedback:
 Google Docs
20

Writing
 Resources:
 proofreading./ Editing (e.g. Grammarly.com)
 Student peer reviews (e.g. Peerceptiv)
 Automated writing evaluation (AWE) (e.g. Criterion; Turnitin;
Writing Pal, W-Pal; My access!; WriteToLearn; CorrectEnglish)
 Corpus-based, data-driven learning (DDL) (e.g. COCA’s Word and
Phrase; Lextutor’s Concord Writer)
 https://dukewritessuite.com/coca-corpus-of- contemporary-
american-english//
21

Vocabulary
 Lexical Tools:
 Electronic dictionaries, Google search, Translators (e.g.
Google translate)
 Concordance (e.g. BYU Corpora, Word Neighbors, Lexical
Tutor)
 Lexical Applications:
 CMC (e.g. WhatsApp, WeChat)
 E-vocab (e.g. SuperMemo, Anki, WordChamp)
 Dedicated contextualized applications (e.g. Wordchip,
Lexica, CAVOCA, WUFUN)
22

Vocabulary
 Tests (e.g. VocabularySize.com, Lextutor, Ghent Word
Test, Kahoot!)
 Adaptive (e.g. BodoBot)
 simultaneously tracks students’ learning behavior in order
to provide reading recommendations and quizzes tailored
to the learner’s skill level
 Narrative framework or Digital storytelling (e.g.
VoiceThread, Adobe Spark)
23

Grammar
 Tutorial CALL (e.g. DASHER)
 Intelligent Language Tutoring Systems (ILTS) (e.g. E-
tutor, Robo-sensei, Tagarela)
 Corpora and Data-driven Learning (DDL) (e.g. COCA)
 CMC, Language related episodes (LREs)
 Form-oriented LREs (FO-LREs)
 Lexis-oriented LREs (LO-LREs)
 Mechanics-oriented LREs (MO-LREs)
24

 CMC, Language related episodes (LREs)
25

Language for Specific Purposes (pragmatics)
 Interactive reference tools
 Make arguments and formulate warrants (e.g. Legal
Argument Graph Observer (LARGO)
 Written explanations of science topics (e.g.
Summarization Integrated Development Environment
(SIDE)
 Interactive DDL tools
 abstracts of research articles (e.g. Mover)
 research articles in computer science (e.g. Moves And
Keywords Engine (MAKE)
26

Basic & Advanced CALL skills
for classroom teachers
27

Basic CALL skills for classroom teachers
 Skill ( Teacher action)
 Locate (Use Internet search engine to find relevant movie
files )
 Evaluate (Watch videos to determine if the language level is
appropriate, if the content is accurate, if the quality of video
is acceptable, etc. )
 Select (Select the file that best meets pedagogical needs )
 Distribute (Determine the best means for distributing a
video fi le to students, including Web links, CDs, local files,
etc.)
 Integrate (Construct a language lesson around the content
of the video fi le that utilizes the images, audio, and text in
meaningful pedagogical way)
28

Advanced CALL skills for classroom teachers
 Skill ( Teacher action)
 Create (Create a video using a combination of personally
created images, text, and voice recordings )
 Customize (Edit the movie ﬁle expanding the narration
with a more challenging version for a higher-level class )
 Convert (Edit the movie ﬁle deleting the audio to utilize
as a reading activity)
 Repurpose (Use instructional materials, media, or
technology in multiple contexts with relatively minor
alterations)
29

The Technology Readiness
Level
30

 The Technology Readiness Level
 can be categorized into three groups
 teacher level (both extrinsic and intrinsic), school level and
environmental level
 For readiness of teachers,
 Extrinsic
 Background: Education/ training in ICT (Wozney, Venkatesh
and Abrami, 2006)
 ICT ownership and experience in using ICT (Meeller et al., 2008)
 Gender (Hermans et al., 2008)
 Age (Luan et al., 2005)
 Teaching experience not important (Mueller et al., 2008)
31

 For readiness of teachers,
 Intrinsic
 teachers’ belief and approach to teaching (Lucas and
Wright, 2009)
 intrinsic motivation in technology (Wozney, Venkatesh
and Abrami ,2006)
 student-centered approach (Mueller et al., 2008)
 Constructivism (Fields and Cox, 2006)
 Lack of confidence/ anxious to teach with technology
(Sang et al., 2010)
 Willingness to change (Ertmer, 1999)
 Limited digital competence (Valtonen et al., 2013)
32

 For readiness of school
 lack of time (Mukama and Andersson, 2008)
 lack of affordances (Butler and Sellbom, 2002)
 hardware
 software
 network/connectivity
 unreliable affordances (Demiraslan and Usluel, 2008)
 Lack of leadership (ICT) (Dexter, 2008)
 training
 institutional and financial support/ incentives- infrastructure
 initiatives
 Lack of ICT culture, collaboration, community of practice
(Trinidad, Newhouse and Clarkson, 2006)
33

 For environmental level
 policy (Tondeur et al., 2008)
 National policies, educational systems
 MOE may or may not help (Fullan, 2001)
 Social-cultural settings
 local community (Somekh, 2008)
34

Alignment of technology and
theories
35

Alignments in TELL

Alignment of technology and theories
PPP:
• presentation
(introduction of new
material in context),
• practice (a controlled
practice phase) and
• production (activities
designed for less-
controlled practice)
Directed practice
Directed practice

RELC 2018

Constructivism Theory (Jerome Bruner)
 An active process where learners connect new concepts
with their current knowledge and context (readiness)
 Knowledge structured so that it can be easily grasped by
the student (spiral organization)
 Knowledge designed to facilitate extrapolation and or fill
in the gaps (going beyond the information given)
http://www.instructionaldesign.org/theories/constructivist/
Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA:
Harvard University Press.

 Pedagogy must come first before technology (Stockwell,
2018)
 Plan your lesson first with principled (using SLA)
pedagogies
 See how and what type of technology can be used to
enhance which part of pedagogy
 Shouldn’t be the selection of a type of technology by
putting it into the classroom without consideration of
pedagogy
44

Example
 For classroom-based technologies
 Use Google Docs
 To do peer review on their writing pieces
 Can get peer feedback from several students at the same time on
the same writing platform
 Tracked changes
 can provide corrective feedback from teachers or even peers
 can serve as explicit noticing for SLA learning principle
45

Example
 For classroom-based technologies
 Use Google Docs
 can be used for collaborative writing practice
 Students can write together either in classroom or remotely with
the computer
 Collaborative exercises
 Use the principles of Vygotsky’s social cultural theory of
interpersonal learning with zone of proximal development (ZPD)
46

Technology Enhanced language learning
Language learning (Evaluation of apps)
 Reading: Does the app provide texts in the target language?
Listening: Does the app provide audio in the target
language?
 Writing: Does the app offer opportunities to write in the
target language? Speaking: Does the app offer
opportunities to speak in the target language?
 Vocabulary: Does the app offer specific activities for
vocabulary acquisition?
 Grammar: Does the app offer specific activities for
grammar practice?
48

Language learning (Evaluation of apps)
 Pronunciation and intonation: Does the app offer specific
activities for pronunciation and intonation?
 Cultural information: Does the app include information
about customs and traditions in the areas where the
language is spoken?
 Use of visual content: Are images and videos stereotypical
or stock images? Do they represent the diversity of the
areas where the language is spoken?
 Language varieties: Does the app include different regional
or national varieties of the language?
49

Pedagogy (Evaluation of apps)
 Description: Does the app store description match what
the app does?
 Teaching: Does the app present, explain, or model
language or does it just test it?
 Progress: Does the app allow the user to track progress or
see previous attempts?
 Scaffolding: Do activities in the app progress in difficulty
in a way that supports the learner?
 Feedback: Does the app provide feedback? Is it just
right/wrong or with meaningful explanations?
50

Pedagogy (Evaluation of apps)
 Quality of content: Does the content have any
errors/omissions?
 Use of media: Does the app make use of sound, images,
and video in a meaningful way?
 Differentiation: Does the app offer different levels
depending on ability? Can these be accessed directly?
 Engagement: Does the app keep the user interested or are
activities repetitive
51

User experience (Evaluation of apps)
 Interaction: Does the app allow users to interact with each
other?
 Interactivity: Is engagement with the app content active or
passive?
 Sharing: Does the app allow or encourage sharing content?
 Badging: Does the app provide recognition that can be
shared on social media?
 Price: Does the user need to pay to download the app? Is
there a ‘lite’ version of the app? Does it offer in-app
purchases?
 Registration: Does the app require the user to register?
 Advertising: Does the app include pop-up ads? Are these
distracting?
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Technology (Evaluation of apps)
 Interface: Is the interface clear and uncluttered?
 Navigation: Is the app intuitive to navigate, with clear
menus and options?
 Instructions: Does the app offer instructions on how to use
it?
 Stability: Does the app freeze or crash?
 Gamification: Does the app have game-like features to
increase engagement?
 Support: Does the app have a help section?
 Offline work: Does the app require an internet connection
to work?
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 Thank you!
 Any questions???
54

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