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M2 Research VM341
GOAL

motivation, speaking, telecollaboration
M2 MEEF Anglais
Shona WHYTE 20 November 2015
Admin update
✤ Newman: 25 November problem
✤ Whyte: December 2 ICT (PFSE only)
✤ Oliva, Massip : December 10 => December 3
Today
✤ research example:
motivation
✤ GOAL example:
speaking
✤ ICT course:
telecollaborative
project
11:30 non PFSE and p...
research project
example:
✤ what is motivation?
✤ what factors influence
motivation in the foreign
language classroom?
✤ ho...
Abstract


Rabbidge & Chappell, 2014
The teaching of English as a foreign language in South Korean public schools has
seen...
NNES teachers’ classroom language
use
1. Abstract and introduction (1-2)
2. Literature review (3-4: L1 avoidance, L1 exclu...
Motivation
✤ instrumental versus integrative motivation
✤ questionnaire
✤ COERLL link: https://coerll.utexas.edu/methods/
...
Research paper timeline
✤ September-October: read up
✤ November-December: decide on research project option
✤ 15 December:...
Speaking
✤ research example:
motivation
✤ GOAL example:
speaking
✤ ICT course:
telecollaborative
project
improving speakin...
Background
Bygate (2009) Teaching and testing speaking
✤ - presence of interloctutor: time pressure, and reciprocity, lead...
Context
✤ 1000 visios pour l'anglais au primaire (Ministry of
Education): whole-class videoconferencing sessions
✤ problem...
Hangman example: speaking
opportunities?
✤ many pupils not involved in activity
✤ not suitable activity for interactional ...
Activity design
✤ primary school videoconferencing via IWB: exchange
with German EFL classes
✤ secondary school videoconfe...
Implementation
✤ positive effects
✤ difficulties
Further work
✤ shorter, more frequent exchanges?
✤ individual/group rather than whole-class exchange
✤ asynchronous exchan...
Telecollaboration: PFSE
✤ research example:
motivation
✤ GOAL example:
speaking
✤ ICT course:
telecollaborative
project
Le...
Contexts
✤ France
✤ 23 students teaching 9 hours per week, in school Mon, Tues all day, Thurs morning;
at university Wed, ...
Goals
• intercultural communication - experiential learning: teachers
try out tools/tasks/ways of communicating that they ...
Groups
10 groups of 3 or 4 student teachers
1. one or two NL, one or two FR
2. match teacher goals and classes as much as
...
Activities
1. input from instructors on 
intercultural collaboration
telecollaborative tasks with secondary school classro...
Kick-off meeting: 2 December
1. Linda and Shona introduce institutions
2. one student teacher from each side describes
tea...
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GOAL 5

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Motivation, video communication

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GOAL 5

  1. 1. M2 Research VM341 GOAL
 motivation, speaking, telecollaboration M2 MEEF Anglais Shona WHYTE 20 November 2015
  2. 2. Admin update ✤ Newman: 25 November problem ✤ Whyte: December 2 ICT (PFSE only) ✤ Oliva, Massip : December 10 => December 3
  3. 3. Today ✤ research example: motivation ✤ GOAL example: speaking ✤ ICT course: telecollaborative project 11:30 non PFSE and parcours adapté finish; discussion of telecollaboration project with the Netherlands for PFSE
  4. 4. research project example: ✤ what is motivation? ✤ what factors influence motivation in the foreign language classroom? ✤ how can we research this issue? MOTIVATION
  5. 5. Abstract 
 Rabbidge & Chappell, 2014 The teaching of English as a foreign language in South Korean public schools has seen the implementation of a number of new innovations. One such innovation, the teaching of English through English, dubbed TETE, is a government-initiated policy that requires public schools to teach English by only using English. Nevertheless, studies reveal that teachers are not implementing the policy. The current study, through a series of observations and interviews, ascertained that teachers were not implementing the government policy at the elementary-school level due to a conflict in government decrees, making it difficult for them to teach English by only using English while maintaining student motivation to learn English. The study reveals the importance that teachers place on the belief that motivation needs to be maintained at all costs, even superseding the need to maximize target language exposure. The paper calls for further studies of teachers who have established techniques to maintain student motivations for learning the target language while teaching exclusively in the target language, as well as touching upon the idea of the need for an alternative to the TETE policy.
  6. 6. NNES teachers’ classroom language use 1. Abstract and introduction (1-2) 2. Literature review (3-4: L1 avoidance, L1 exclusion, maximising TL, multi-competence) 3. literature review (4-5:, L1 psychological tool, factors affecting L1 use, research in EFL contexts) 4. Research methodology (5-7: context, procedure, analysis) 5. Findings: teacher attitudes, maintaining motivation, scaffolding learning (7-9) 6. findings: comfortable environment, percentage of English used (9-11) 7. Discussion (11-13) 8. Implications (13-14)
 
 References, appendix Skim the article, then focus on the section you have been assigned •What do the authors say? •What is the goal of this part of the paper?
  7. 7. Motivation ✤ instrumental versus integrative motivation ✤ questionnaire ✤ COERLL link: https://coerll.utexas.edu/methods/ modules/learners/02/integrative.php
  8. 8. Research paper timeline ✤ September-October: read up ✤ November-December: decide on research project option ✤ 15 December: 1 page outline, including topic, tentative title, research questions/ research design, references? ✤ January: research project consultations (one-on-one sessions with Shona) ✤ February-March: data collection and writing ✤ First draft: 25 March ✤ Final draft: 25 April ✤ Defences: 2-6 May (Thurs 5 = Ascension)
  9. 9. Speaking ✤ research example: motivation ✤ GOAL example: speaking ✤ ICT course: telecollaborative project improving speaking in the EFL classroom
  10. 10. Background Bygate (2009) Teaching and testing speaking ✤ - presence of interloctutor: time pressure, and reciprocity, lead to fragmentation (pausing, reformulation) and involvement (turn-taking, politeness) ✤ - controlled versus automated processing => unscripted, sensitive to interlocutor ✤ - development: type of knowledge (declarative vs procedural), design/implementation of classroom activities, explicit instruction
  11. 11. Context ✤ 1000 visios pour l'anglais au primaire (Ministry of Education): whole-class videoconferencing sessions ✤ problem of activity design and implementation: limited opportunities for unscripted interaction Whyte, S. (2011). ✤ IWB-supported video interaction in English as a lingua franca
  12. 12. Hangman example: speaking opportunities? ✤ many pupils not involved in activity ✤ not suitable activity for interactional situation - not good use of technology (focusing on single phonemes /b/ /p/ - so played it “deaf”) ✤ limited opportunities: naming letters (reading, recognising) ✤ game: appreciated by learners (motivation), information gap
  13. 13. Activity design ✤ primary school videoconferencing via IWB: exchange with German EFL classes ✤ secondary school videoconferencing: exchange with Dutch EFL classes
  14. 14. Implementation ✤ positive effects ✤ difficulties
  15. 15. Further work ✤ shorter, more frequent exchanges? ✤ individual/group rather than whole-class exchange ✤ asynchronous exchange?
  16. 16. Telecollaboration: PFSE ✤ research example: motivation ✤ GOAL example: speaking ✤ ICT course: telecollaborative project Learning technologies VMAN422
  17. 17. Contexts ✤ France ✤ 23 students teaching 9 hours per week, in school Mon, Tues all day, Thurs morning; at university Wed, Thurs afternoon, Friday ✤ 12h ICT course based on this telecollaboration  ✤ classroom research project which may be an extension of collaboration, or unrelated ✤ Netherlands ✤ 14 students teaching 20+ hours per week ✤ ICT course based on this telecollaboration ✤ research paper (unrelated)
  18. 18. Goals • intercultural communication - experiential learning: teachers try out tools/tasks/ways of communicating that they can later use with their learners • reflection on telecollaborative tasks for secondary school classroom EFL learners • ongoing professional development objective: set own targets for continuing learning as new teachers of English in Europe
  19. 19. Groups 10 groups of 3 or 4 student teachers 1. one or two NL, one or two FR 2. match teacher goals and classes as much as possible 3. allow for differing levels of engagement
  20. 20. Activities 1. input from instructors on  intercultural collaboration telecollaborative tasks with secondary school classroom learners 2. learner collaboration (or teacher collaboration only?) small-scale learner exchange: (e.g., one message from each side, then summary) teacher collaboration: novice-expert mentoring discussions where more experienced teachers discuss issues identified by novices (use of L1/L2, textbooks, evaluation, classroom management). Novice implements recommendations and reports back 3. final task - not a written report/research paper audiovisual account of work accomplished - slides with audio, video? presentation to group of lessons learned with links to materials/resources/learner productions?
  21. 21. Kick-off meeting: 2 December 1. Linda and Shona introduce institutions 2. one student teacher from each side describes teaching/training context 3. discussion of personal learning objectives leading to first assignment

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