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1) The document discusses the use of computer-mediated communication (CMC) tools like email, message boards, blogs, wikis, audio/video chat for language learning. 2) It explains how CMC aligns with socio-cognitive and social theories of language learning, allowing learners to interact with others to collaboratively build knowledge. 3) Research suggests CMC reduces anxiety, improves proficiency and increases motivation by providing authentic interaction beyond the classroom.
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This document discusses telecollaboration and its use in university education. It begins by noting that while the goal is for 20% of university students to study abroad, telecollaboration can provide international experiences for the remaining 80%. Telecollaboration involves online intercultural exchange projects between classes in different locations. Examples of telecollaboration set-ups and projects are provided. Benefits identified include developing language skills, intercultural awareness, and international networks. Research shows benefits for learner autonomy, linguistic competence, and intercultural competence. Barriers to wider adoption include the time needed, difficulties integrating into curriculums, lack of pedagogical knowledge, and lack of technical skills.
Integrating Telecollaboration in different educational contexts – identifying...
In the context of foreign language education, ‘telecollaboration’ refers to the application of online communication tools to bring together classes of language learners in geographically distant locations to develop their foreign language skills and intercultural competence through collaborative tasks and project work. The interaction has traditionally been text-based and asynchronous, however, the recent advances of Web 2.0 online communication have meant that synchronous oral communication as
well as multimodal exchanges involving combinations of different media are becoming increasingly popular. This presentation and workshop will review the different models or configurations of online intercultural exchange which have been employed in the foreign language classroom to date and also explores the new options and opportunities which are emerging from Web 2.0 contexts. We will outline the main research findings related to the barriers and challenges to integrating this activity into educational curricula and we will also its key contributions to foreign language learning. Finally, in our workshop we will explore how telecollaboration can be integrated into teacher training in Germany and also in vocational training.
What is Telecollaboration?
This document discusses telecollaboration as a way for university students to gain intercultural skills even if they are not mobile. Telecollaboration involves virtual collaborative projects between distant classes guided by educators. It develops language skills and intercultural competence. Examples provided include classes in different countries collaborating online or interacting before study abroad. Resources like UNICollaboration.eu can help teachers find partners and training for telecollaboration projects.
Computer Mediated Communication
This document discusses various topics related to computer-mediated communication including how it allows human interaction through computers, the development of multimodal communication like emoticons and video calls, issues of online ethics and privacy, questions of online identity, communities formed on sites like Facebook and forums, differences in language and gender expression online, and the potential for internet addiction. It also lists references used in the discussion.
Computer mediated communication (cmc) as a subject
This document provides an introduction to computer-mediated communication (CMC). It discusses what communication is, who communicates, and the history of communication technologies. It then defines CMC and explains that CMC involves people using computers to engage in interactive message-based communication for various purposes. The document outlines some common CMC systems like email, blogs, and video conferencing. It also distinguishes between synchronous communication, which occurs in real-time, and asynchronous communication, which occurs at different times.
Effects of using computer applications for teaching and
Using computer applications in teaching and learning management has several benefits: it increases student motivation and interest; develops critical thinking skills; allows students to be actively involved through case studies and simulations; and prepares students for technology-driven careers. However, there are also potential downsides if the applications do not work properly or lead students to incorrect logical conclusions. Younger generations of students are accustomed to technology and need stimulation beyond conventional teaching methods. When used effectively, computer applications can enhance the learning process.
Computer mediated communication slide
The document defines computer-mediated communication (CMC) as communication that occurs between humans using computers. CMC takes place synchronously or asynchronously through various mediums like text, audio, or video. Synchronous CMC allows for real-time interaction through applications like instant messaging, Skype video calls, or chat rooms. Asynchronous CMC occurs over different times through email, online forums, text messages, or video sharing websites. The document discusses examples of synchronous and asynchronous applications and how CMC plays an important role in distance learning environments.
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Cml-the presentation is about computer mediated learning also the advantages...
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Weaving Global Partnerships: Telecollaboration in University Education
Weaving Global Partnerships: Telecollaboration in University Education
Integrating Telecollaboration in different educational contexts – identifying...
Integrating Telecollaboration in different educational contexts – identifying...
Computer mediated communication (cmc) as a subject
Computer mediated communication (cmc) as a subject
Effects of using computer applications for teaching and
Effects of using computer applications for teaching and
Similar to Powerpoint Intro
SLA&CALL
The document discusses literature on second language acquisition and computer-assisted language learning. It covers the role of computer-mediated communication technologies in teaching foreign languages, competing theories of SLA and CALL, categories of CMC technologies including wired and wireless connectivity, asynchronous and synchronous CMC, and task-based language instruction. The research indicates that CALL can positively impact sociocultural issues, affect, language awareness, language production, and language skills.
Enhancing Intercultural Communicative Competence through cross-cultural inter...
Enhancing Intercultural Communicative Competence through cross-cultural inter...Kristi Jauregi Ondarra
A presentation on work in progress on Enhancing Intercultural Communicative Competence through cross-cultural interactions in digital environments was given at the German Applied Linguistics Conference in Leipzig (September 2010).
Autonomous Learners' Communication in Practice: Single and Dual Language Virt...
Hagley, E. (2014, September). Autonomous Learners' Communication in Practice: Single and Dual Language Virtual Exchange. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There are many reasons people choose to learn a foreign language. Chief among
them is to communicate with people from other countries. The U.S in particular,
but also many other countries, are putting considerable effort into linking their
students with students in other countries so they can communicate using the
power of the Internet. By doing so they are breaking down cultural and social
barriers that impede communication and mutual understanding, which are the
building blocks of successful economic development and peace. The English
language, in particular, gives learners the opportunity to participate in online
exchanges, as it is the language which is generally spoken around the world.
However, autonomous learners often can't safely find others who want to practice
with them. Of course there are options available such as Facebook and Skype but
these can be problematic, with privacy and safety issues abounding. Language
teachers want to offer their students a safe and reliable place to use their English
in real world situations, not just with classmates, but with people from other
countries too. How can they do this? With the advent of the WWW it is much
easier to accomplish.
This presentation will outline two means of opening up the standard classroom to
the world and giving autonomous learners the ability to use the language they
are studying in a number of real world settings. The first method is via Single
Language Virtual Exchange (SLVE). This is where all students participating in the
exchange are English as a Foreign Language (EFL) students and thus learn English
only. They use it to interact with students in other countries who are also
studying EFL. Examples outlined in this presentation include students in Japan
collaborating with students in Vietnam and Colombia. The model used, the many
benefits, along with some problems and a number of outcomes of the exchanges,
will be presented and discussed.
The second means of Telecollaboration to be described is the Dual Language
Virtual Exchange (DLVE). EFL students in Japan work on projects with Japanese as a Foreign Language (JFL) students in the U.S and Australia. This type of exchange
could, of course, be used in the respective countries with Korean or Chinese as a
Foreign Language students too. As with SLVE, DLVE has both benefits and
limitations, which will also be discussed.
Revised Research Perspectives 2.pptx
1. The document discusses research on computer-assisted language learning (CALL) from 2005 to the present based on a Modern Language Association report.
2. It identifies several current issues in CALL research including synchronous computer-mediated communication, curriculum expansion, telecollaboration, and the use of multimedia like podcasts and blogs.
3. It also examines specific studies that evaluated the impact of technologies like synchronous chats, tasks in online interactions, and using multimedia on language learning outcomes.
Authentic CMCL
This document defines key terms related to collaborative learning, computer-mediated communication, and computer-mediated collaborative learning. It outlines research on CMCL in general education and language education. This research found that CMCL can increase participation, foster interaction, and support the synthesis of information. However, more comprehensive studies are needed that combine different CMC modes and compare CMCL to face-to-face learning.
Becka603.02 presentationpart3
This document discusses several potential follow-up studies to an analysis of English language learners' use of English in online social contexts. It suggests that the results may not generalize to how learners use English in natural online social settings. Follow-up studies could compare language use on Western versus Korean social platforms, or examine whether online social communication helps improve English test scores. The document also notes that defining the social context of language and the cultural neutrality of platforms is problematic.
Becka603.02 presentationpart3
This document discusses several potential follow-up studies to an analysis of English language learners' use of English in online social contexts. It suggests that the results may not generalize to how learners use English in natural online social settings. Follow-up studies could compare language use on Western versus Korean social platforms, and examine whether online social communication helps improve English test scores. The document also lists several references for additional research on online language learning and computer-mediated discourse analysis.
Bibliography of dr kc lee
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
Bibliography of dr kc lee
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
Ust bibliography kc lee
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
going multiliterated in the EFL Class
The document discusses the concept of multiliteracies and a project to connect English as a foreign language (EFL) students through various Web 2.0 tools. It defines multiliteracies as involving linguistic, audio, visual, gestural, spatial, and multimodal ways of making meaning. The project aims to have EFL students from different universities collaborate online using blogs, wikis, social networking sites, and other tools to learn English informally. It provides examples of student work and online spaces created for the project.
Jauregi et al antwerp call2010 version kristi
- The document discusses a research project called NIFLAR that aims to enhance motivation for learning foreign languages through the use of video web communication and virtual worlds like Second Life.
- It describes how the project provides opportunities for meaningful interaction between native and non-native speakers through challenging and innovative online environments. This interaction is meant to promote collaborative learning and authentic language use.
- Research conducted as part of NIFLAR found that interaction through video web communication and tasks in Second Life had a positive impact on foreign language learners' willingness to communicate and their perceptions of their language learning process. Lower proficiency learners seemed to benefit more than higher proficiency learners.
Becka603.02 presentationpart1
The document discusses using social networking tools for English language learning. It reviews previous research on using online discussion boards and blogging to provide opportunities for authentic language practice and the development of literacy skills. The document also discusses how social networking allows for culturally neutral spaces for language negotiation and accommodates different learning styles.
Autonomy
This document discusses blended learning and learner autonomy. It defines blended learning as using both traditional and online resources for learning. It provides examples of blended learning components and guidelines for teachers in designing blended learning, including providing opportunities for collaboration, learning content in multiple media, and learner support. Blended learning can increase flexibility and support constructive learning through active engagement. Effective blended activities give learners choice and autonomy over their learning.
Computer Assisted Language Learning
The document discusses the history of computer-assisted language learning (CALL) in three phases:
1) Behavioristic CALL in the 1970s focused on drill and practice and was based on behaviorist learning theories.
2) Communicative CALL in the 1980s emphasized authentic communication over drills in response to a rejection of behaviorism.
3) Integrative CALL from the 1990s incorporated multimedia and the internet, allowing various media and hyperlinks as well as asynchronous and synchronous computer-mediated communication between language learners worldwide.
Week 1 DK.pdf
This document provides an overview of the history and evolution of technology use in language education, known as computer-assisted language learning (CALL). It discusses how CALL has progressed from early structural approaches emphasizing drills to more communicative approaches using multimedia and the internet. The development of CALL is divided into stages such as dumb CALL, multimedia CALL, and web CALL. Recent technologies discussed include mobile-assisted language learning (MALL) using smartphones and robot-assisted language learning (RALL). Both opportunities and challenges of integrating technology into language education are identified.
Blended language learning strategies (lecture, Sèvres, July 2011)
Plenary lecture at the Foresite conference and training event, Sèvres, France, July 2011
Blended language learning strategies - Introduction to blended language learning and some ideas for use in the language classroom
The Advantages ofUsilng Technology inSecond Lanlguage E.docx
The Advantages of
Usilng Technology 'in
Second Lanlguage Educat'ion
Techwnology lntegrat'lon 'in Foreilgn ILanguage
to a Cownstructmovist Learn'lng Approach
BY Li WANG
UNIVERSITY OF CENTRAL FLORIDA
38 T.H.E. Journal I www.thejournal.com I May 2005
ith the advent of networked comrputers and lnte:rnet technology,
computer-based instruction has been widely used in language class-
rooms throughout the United States. Computer technologies have
dramatically changed the way people gather information, conduct research
and communicate with others worldwide. Considering the tremendous startupyV
expenses, copyright issues, objectionable materials and other potential dis-
advantages of technology, much research has been conducted regarding: the
effectiveness of, and better strategies for, technology integration.Taking the
characteristics of language learning into account, 'this article helps answer two
important questions: Do we need technology in language classrooms? And
what kinds of services do comp:uter technologies provide for :these classroomrs?
Background Studies
Web-based writing instruction has proved to be an impor-
tant factor in enhancing the writing quality of low-ability
English as a foreign language (EFL) students. In a study
designed to examine the effectiveness of Web-based instruction
in the writing of freshman EFL students, Al-Jarf (2004) found
that the use of Web-based lessons as a supplement to tradi-
tional in-class writing instruction was significantly more effec-
tive than teaching which depended on the textbook alone. The
experimental group of students received online instruction in
which they posted their own threads, short paragraphs, stories
and poems on a discussion board. They also located informa-
tion from the Internet, as well as wrote paragraphs and checked
their own spelling using Microsoft Word.
In another study, Hertel (2003) describes an intercultural
e-mail exchange at the college level where U.S. students in a
beginning Spanish class and Mexican students in an interme-
diate English as a Second Language class corresponded weekly
for one semester. Survey results revealed this student-cen-
tered endeavor had the potential to
change cultural attitudes, increase _
knowledge and awareness of other The best
cultures, foster language acquisition, al anguag
as well as boost student interest and active, aur
motivation in language and cultural ronmenti
studies.
Bernhardt, Rivera and Kamil technoloe
conducted a study in 2004 to exam- interet
ine the practicality and efficiency ful tools 1
of Web-based placement testing for these apj
college-level language programs.
Qualitative analysis of the data indi- langiJag
cated that students, administrators
:wi
re
ith
' 1
and instructors benefited from the online placement tests. For
students, accessing a placement test at their convenience with-
out making an extra summer trip to campus was seen as an
incredible time-saver. At the same time, havin ...
Al pres
This document discusses computer-assisted language learning (CALL) and related topics. It begins with definitions of CALL, computer-assisted second language acquisition (CASLA), and other related terms. It then covers theories in instructed SLA and CALL. Empirical research on CALL is divided into product-oriented research, which examines the effects of CALL on language abilities, and process-oriented research, which investigates learner interactions and engagement. Principles for effective CALL pedagogy are outlined based on SLA research and technology. Specific studies on CALL as a predictor of success in English acquisition and on digital natives vs. digital immigrants are also summarized.
Computer assisted language learning
Computer Assisted Language Learning (CALL) uses computer technology to aid language learning. CALL has developed over three phases from 1960s-today: behaviouristic CALL focused on drill practice, communicative CALL emphasized authentic communication, and integrative CALL allows learners to navigate multimedia resources. CALL programs can be CALL-specific software, web-based materials, or generic software like word processors. Using CALL provides benefits like individualized practice, collaboration, variety, and real-world computer skills. Research studies have found multimedia and interactive elements improve retention, and computer-mediated communication like the Internet has transformed language learning by enabling online interaction.
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Powerpoint Intro
- 1. Computer-Mediated Communication and Language Learning: From Theory to Practice Randall Sadler, UIUC & Betil Eröz, METU
- 7. Message Board www.eslweb.org/cmcforum/
- 8. Blogs: Student Blog for a Course
- 9. W I K Is www. wikipedia.org
- 10. Lingua MOO: Sadler’s Shack
- 12. Audio telephony : Skype
- 13. Video Conferencing MSN Messenger