This document discusses using computer-mediated communication (CMC) tools to facilitate English language teaching and learning. It provides an overview of various CMC tools like social media, wikis, and voice/video chat and their benefits for interaction, motivation, and developing communicative competence. The document also describes how CMC tools were used in an online and face-to-face classroom setting, with positive student responses. It emphasizes that CMC allows for a global conversation that transcends geographical boundaries.

1. CMC- Facilitating learning, boosting trainingVaddie Najman and Stephan HughesABCI 2010

3. What’s in storeRationale- theoretically speaking…tosomeextent

4. Use of other tools

5. The teaching/learning environments: CI Online and F2F classrooms

6. Our aims and objectives

7. Final considerations

8. Closing Internet based CMC = “Communication that takes place between human beings via the instrumentality of computers.” (Herring, 1996) Asynchronous communication via computerSynchronous mediated communicationNetworked Interaction“CMC is the process by which people create, exchange, and perceive information using networked telecommunications systems (or non-networked computers) that facilitate encoding, transmitting, and decoding messages.” John December (2002)

9. Fotoblog MicrobloggingA passive broadcast medium in theformofbloggingA formofphotosharingandpublishingCMCSWikiE-mailAnexchangeof digital messagesacrossthe InternetCreationandeditingofinterlinked web pagesSocial utility/social networkText chatA formofone-to-onesynchronous communicationWeb-basedservicesthatallowconstructionofpublicorsemi-publicprofiles.MobilelearningInstantmessagingReal time anddirecttext-based communicationLearningonthego

10. ExcitingEndless possibilitiesHolistic learningScaffolding Access to informationKnowledge building UnlimitedMeaningful, motivating, engagingConfidence boostingMotivationalConnectedemPOWERingBreaking limitsKnowledge sharingNegotiation Facilitating Unpredictability Social interactionActive participationFilteringAdaptingBuilding knowledge

13. NOT:Should we be using computers to teach English, but rather how should we be using them?A global conversation NotSHOULD we be using computers to teach English? RatherHOW should we be using them?

14. Why use CMC in ELT? Lots of theory, but you can….To motivate students who often find media motivational. Teachers should learn how to maximize the use of media.“ (Roberts & Keough, 1995)

15. To foster interaction and autonomy (Paloff & Pratt, 2007)

16. To changes the role of the instructor to that of a facilitator, interaction is more student-driven

17. To boost student-to-student interaction (Beauvois 1998)

18. To provide opportunities to engage in real communication (Boavida & Amado, 2008)

19. To offer situations students may face in their everyday lives (Guba, 1985)

20. To hone the necessary skills to participate effectively in the 21st-century workforce. (Coghlan, 2010)

21. To extend interaction possibilities beyond classroom walls; time constraints; and the usual limited type of interlocutors of classroom pair and group work (Belcher,99)

22. To construct language socially through interaction with one’s environment (Hymes, 1971).

23. To allow learners to engage in “playful” interaction (Belz & Reinhardt, 2004)

24. To enhance opportunities and motivation for authentic interaction and meaning negotiation (Kern, 1995)

25. To reduce anxiety and produce more talk (Fanderclai, 1995; Harris, 1995; Kern, 1992; Reid, 1994)

26. To improve linguistic proficiency and increases self-confidence (Beauvois & Eledge, 1996; Gebhard & Nagamine, 2005).

27. To highlight the rules of use rather than the rules of grammar which leads to communicative competence. (Hymes, 1971)Google for more info ...

29. And a tool for change"We shall reject the whole system of Bantu Education whose aim is to reduce us, mentally and physically, into 'hewers of wood and drawers of water'."Soweto Students Representative Council, 1976.Education – A key to power“We should not give the Natives any academic education. If we do, who is going to do the manual labour in the community?"JN le Roux, National Party politician, 1945.

30. Pedagogy of the oppressedPaulo Freire“…a teacher who learns and a learner who teaches so that both are simultaneouslystudents and teachers.”laying thefoundation for critical pedagogy

31. English – a languagethat opens doors to the world

32. The Voice Chat as a teaching toolNo geographical boundariesModerator for feedback, error correction and flow adds securityAccess to info/GoogleReal people , real time, real subjectsKnowledge-building and sharingFreedomandprivacyAnxiety-free environment Co-construction of target language Facilitates learning process

33. The face of the 21st century learner

34. The online learner is usually....Intrinsically motivated – real desire to communicate

35. Extrinsically motivated – may have to take an oral test

36. Generally tech-savvy - digital native - at ease in the virtual environment

37. Genuine desire to learn and share knowledgeHow a typical class evolves...Can synch up websites to facilitate conversation

39. On the spot error correction – doesn`t break the flow

40. Students can send links

41. Conversation evolves and flows – students build, share knowledge!St can speak and send txt msg

42. More error correction – more sharing...the new student says: I AM WONDERFUL!!!!

43. Moderator syncs up websitesStudent sends a video link....

44. Change in flow – is WII fit the type of game adults can enjoy???? Not just a game – it`s exercise!!! Good for “old” “digital immigrants”Using new lexis in context!Time - class is almost over and conv is still going strong...

45. Can`t stop the chat...on to future plans!

46. Still trying to say good-night 

47. Going....going....

48. GONE! Oops, new std is STILL here....