英国布里斯托大学.ppt

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1、Use of Use of Computer Technologies in Computer Technologies in Online English Language EducationOnline English Language Education邹邹斌斌英国布里斯托大学英国布里斯托大学教育研究生学院教育研究生学院Bin.zoubristol.ac.ukTheoutline:IntroductionOnlineopportunitiesOnlinesupportandcollaborationTeachersroleintechnologyOnlineprogrammesforla

2、nguageteachingandlearning Blackboard,WebCT,Wimba,ElanguagesChallengesConclusion1.Introduction1.IntroductionTheaim:provideabriefoverviewofframeworkofpreviousstudiesforonlinelanguageteachingandlearning,anddiscuss:whatcomputertechnologiescanoffertolanguageeducationwhatkindsofnewrolesexistforlanguagetea

3、cherswhatproblemsappearinonlinelanguageeducationAsPaulsen(2001:1)reveals:“It is no longer a question of whether to takeadvantages of these electronic technologies inforeignlanguageinstruction,butofhowtoharnessthemandguideourstudentsintheiruse.”2.Online opportunitiessomeresearchersrevealthattheIntern

4、etprovidesmanyopportunitiesforonlinelanguageeducation(seeSwaffaret al.,1998andCiccoet al.,1998andPacheler,1999).Lankshear,et al.(2000)considerthattheInternetcanleadstudentslearningintomoreglobalizedcontexts.Dr.WoolgarhighlightedattheinternationalconferenceofCAL(ComputerAssistantLearning)05:VirtualLe

5、arning?attheUniversityofBristol,UKinApril2005,“Themorevirtual,themorereal;themoreglobal,themorelocal”.Andriessenet al.(2003)statethatwiththepossibilitiesofonlineprogrammes,learnerswhocannotattendface-to-facecoursesanddiscussionshavemoreopportunitiesinonlinelearning.Onlinelearningcanprovideawonderful

6、opportunitytodevelopcompetency,independentlearningskills,self-efficacy,creativityandworkinginteams(Hase,CairnsandMalloch,1998).Jolliffe,et al.(2001:1)remark:“Computerspeedandstoragecapacityisdoublingeveryhalf-yearitisexpectedthatby2015theentiredevelopedworldwillbeonline.”Someresearcherssuggestthatla

7、nguageskillscanbepromotedontheInternetbyuseofdialogueonline.e.g.CoomeyandStephenson(2001)suggest:*Dialoguecanbeemployedinonlinecoursesbye-mail,bulletinboards,chatroomsandgroupdiscussion.*Dialoguecancoverstudentsrepliestotutorsquestions,discussionbetweenlearnersandtutors,amonglearnersandintutorials,o

8、revenindebatesandrole-play.3.Online support and collaborationOnline support and collaborationSupportSupportOnlineprogrammesshouldoffersupportandcollaborationforlanguagelearners.Lankshearet al.(2000)supportthattheInternetwillencourageteachersandstudentstoworktogetherandtoparticipateincollaboration.Th

9、efeedbackinonlinelanguagelearningisstillasimportantasintraditionalstudy.“Inalmostallcasesstudentssaythateffectiveproceduresforinstructor/tutor/peerfeedbackarethemostimportantfeaturesofasuccessfulonlinecourse.Studentsusedtomoretraditionallydeliveredcoursesseemtoexpectmoretraditionalfeedbackandfrustra

10、tediftheydonotreceivethelevelofattentiontheyexpect.”CoomeyandStephenson(2001:39)collaboration Veerman(2003)suggeststhatcollaborativelearningisparticularlyachievedwhenlearnershavediscussionsandarguments,shareinformationandsharethesolutiontoproblems.Gunawardena,et al.(2001)supporttheideathatthecollabo

11、rativelearningenvironmentcanhelpstudentssupporteachotherindiscussion.Onlinelearningcanincreaseinteractionandcollaborationbetweenlearners.Chapelle(2001)pointsoutthatstudentsautonomouslanguagelearningself-assessmentcanbewidelyavailablethroughthewebratherthanbeingtiedtoaparticularclass.Studentscaninter

12、actwithlearnersfromalloverofworld,andtheycancommunicatewitheachotherforlanguagelearning.Chapelle(2003)alsoassessesthatcollaborationbetweenlearnersisconsideredasakeytolearningasecond/foreignlanguagebecauseoftheuseofscaffoldingintaskcompletion.Teachers role in technologyIncontrasttotraditionalclassroo

13、mteachingmethodology,languageteachersneedtothinkabouttheteachingmethodologyandteachersroleinusingtechnologyinteachinglanguages.Grabe,et al.(2004)suggestthattheteachersroleistohelpstudentsintheirownlearningintheuseofnewtechnology.Theyhighlight:“Blamingtechnologyforisolatingstudentsorengagingtheminpas

14、siveactivityislikeblamingheavyrelianceonworksheetsontheNo.2pencil”(2004:12).Lovelesset al.(2001)describefourimaginativeandcontrastingrolesofteachersusingtechnology:amanagerofcollaborativeteaching and learning,a director-actor,afacilitatorandadesigner.Jolliffe,et.al(2001:3)alsoargue:“Simplyusingasyst

15、emsapproach,however,isnot enough to develop Web-based learningmaterials successfully.Well-designed Web-basedlearningmaterialsalsousesupportingknowledge and keep instructional designprinciplesfirmlyinmind.”Forsyth,(1997:23)addresses:“In fact,lecturers will be just as important to thelearning process,

16、but activities such as theguidance of student work will become morecentral to the lecturers role than the teachingfunction.Studentswillstilllearn,butlectureswillbecomecoordinators.”McNicol et al.(2002)highlight that computertechnologieswillcreateamoreflexibleeducationsystem,whichcanovercomecurrentba

17、rriersofeconomics,distance and other disadvantages.When teachers become more familiar withcomputer applications and software,they coulddevelop strategies for teaching with computersandincreasetheamountofvariousmaterials.Ontheotherhand,however,PrainandLyons(2000)arguethatlearnerswillnotbe the lead pl

18、ayers in their learning,even if their skills on computers areoftenmoreadvancedthanthoseoftheirteachers.4.OnlineprogrammesforlanguageteachingandlearningintheUK Blackboardhttp:/ al.(2004)provideanexampleofusingBlackboardintheUnitedStates.TheyinvestigatedtheuseofBlackboardfrom862facultymembersat38insti

19、tutionsintheUnitedStatesin2003.TheyfoundthatfewfacultymembersusedBlackboard forteachingorassessingandmostfacultymembersnormallyusedBlackboardtomakecoursedocumentsavailabletostudentsandmanagecoursegrades.TheysuggestedthattoincreaseandenhanceuseBlackboard,bothfacultyandstudentsmustexplorethepotentialu

20、sageandobtainmoreexperience.WebCTWebCT,http:/ can also create a personal web page,whichcancontainanyinformationaboutthemselves,the work they are doing and somelinksoftheirfavouritewebpages.Moreover,WebCT provides some communicationtools,including discussion,module mail,chatandnoticeboards.Forinstanc

21、e,WebCToffersachatroomforteachersandstudentstochatbytextonlinetohaveareal-timeconversation.Allcoursewebshavethesameconstruction.Thereareeightoptions:modulemail,discussion,calendar,contents,resources,assessment,studentareaandonlinehelp.http:/home.ched.coventry.ac.uk/demo/online(WebCT atCoventryUniver

22、sity)Horizon WimbaHorizon Wimba(http:/)canbeintegratedonBlackboardandWebCT.Itprovidesonlinecoursesonalivevirtualclassroomwhichcanbesupportedbyaudioandvideo.Teacherscanaddmaterialsandinformationforinteractionwhichcannotbeofferedinatext-basedcourse.Itcontainsavoiceboardandvoiceemail,voiceassessmentand

23、livevoicegroupdiscussionsanddebates.TeacherscanofferaliveclassroombyvoicewithPowerPointpresentations,whilestudentscanputuptheirhandsbypressingthe“handup”button.Then,theteachercanhearquestionsandreplytoquestions.Studentscandiscussanytopicbyaudiomail.Teacherscanalsolistentostudentsworkbyaudio.Horizon

24、WimbaprovidesafantasticopportunityforlanguagelearnerstopracticelisteningandspeakingskillsforEnglishlearning,whichisaveryimportantstageforonlinelanguageprogrammes.However,Horizon WimbadoesnotalwaysworkwelliftheInternetconnectionisnotfastenoughortheaudiosysteminyourcomputerdoesnotworkwell.ELanguages,E

25、languageshttp:/www.elanguages.ac.uk,IsbuiltupatthecentreofLanguageStudyattheUniversityofSouthamptonandsupportedbyotherfiveuniversitiesintheUKItisanonlineinteractiveEnglishlearningprogrammeandoffersarangeofonlineEnglishlanguagecoursesandresourcesfromintermediatetoadvancedEnglishlanguagelearnersItfocu

26、sesondevelopingreading,writing,listeningandspeakingskills,andstudyingandlivingintheUK.Elanguagescoversover600hoursoflearningmaterialswiththousandsoflearningactivitiesandeachsessiontakes30-45minutes.AlleLanguagescoursesandresourcescanbeputonthe BlackboardatUniversityofSouthampton.Elanguagescanbealsop

27、utontheWebCTorevenonafreewebsite,suchasMoodle(http:/moodle.org/),anonlinecoursemanagementsystem,forstudentstoaccesswithausernameandapassword.Forlisteningsection,forinstance,itprovidessomelisteningmaterials,suchaslectures,presentationsandconversationsbynativespeakers.Afterlistening,studentscandosomel

28、isteningtasks,includingselectingcorrectanswers,keypoints,andfillingwordsofsummary.Afterthesetasks,learnerscanreceiveinteractivefeedbackimmediately.4.ChallengesChallengesemergewiththeuseofonlinelanguageteachingandlearning.Sometechnicalpeoplehaveconductedresearchintotheuseofnewcomputertechnologiesined

29、ucation,butitmightnotbesuitableinpracticalteaching.Withtheestablishmentofself-accesscentresatmostofcampus,anotherproblememerges.Dostudentsuseself-accesscentretoaccessonlineEnglishprogrammestolearnEnglisheffectively?AnotherbigproblemisthatsomeonlineEnglishprogrammescannotofferlearnerstheopportunityto

30、developtheirspeakingskills.Nowwiththeuseofthewebcamera,practisingspeakingskillsinface-to-faceonlinechatbecomespossible.ABritishPhDstudentintheUKischattingwithateacherinChinaviathewebcamera.However,someproblemsexistintheuseofthewebcamera.AlthoughsomecomputersoftwareandprogrammeshavebeendevelopedforTE

31、FL/TESL,someofthemfailedtobeusedinpracticalteachingandlearning.E.g.auniversitylanguagecentreintheUKconductedapilotstudyinusingthecomputersoftware,College English,forESLforinternationalstudentsin2004.Butfinally,theygaveupinusingitintheclassroom,courses,becauseitisnoteasilyintegratedintotheclassroom.T

32、heyonlyaskstudentstouseforselfstudyatcampusanduseitfortheironlinestudentsinThailand.5.ConclusionAlthoughsomecomputersoftwareandonlineprogrammesofferopportunitiestosupportandpromotelanguageskillsforlanguagelearnersonline,therearestillmanychallengesforteachersandresearchers.language teachers and resea

33、rchers need to thinkaboutnewpedagogiesinthenewinformationageforlanguageeducation.Moreresearchstillneedstobeconductedtofocusonhowtouseonlineprogrammesforlanguage education more effectively,particularlyhowtodevelopspeakingskillsinonlineprogrammeswith some new technologies,forexample,the webcamera.Even

34、thoughmanyproblemswillstillexist,theuseofcomputertechnologiesinlanguageteachingandlearninghasapositiveeffectonmotivation.ItisbelievedthatcomputertechnologiescancontributetoourEnglishlanguageeducation.Computertechnologies,inparticular,onlineprogrammes,willbemorewidelyusedinlanguageteachingandlearning

35、aroundtheworld.ReferencesChapelle,A.C.(2001)Computer Applications in Second Language Acquisition:Foundations for teaching,testing and research.Cambridge:CambridgeUniversityPress.Chapelle,A.C.(2003)English Language Learning and Technology.Amsterdam:JohnBenjaminsPublishingCompany.Cicco,D.E.,Farmer,M.a

36、ndHargrave,J.(1998)Using the Internet in Secondary Schools.London:KoganPage.Coomey,MandStephenson,J.(2001)Onlinelearning:itisallaboutdialogue,involvement,support and control-according to the research in Stephenson,J.(ed.)Teaching and Learning Online:Pedagogies for New Technologies.London:KoganPage.G

37、rabe,M.andGrabe,C.(2004)Integrating Technology for Meaningful Learning.(4thedn).NewYork:HoughtonMifflin.Forsyth,I.(1997)Teaching and Learning Materials and the Internet.2ndedn.London:KoganPage.Gunawardena,C,Plass,J.andSalisbury,M.(2001)Dowereallyneedanonlinediscussiongroup?InMurphy,D,Walker,R.andWeb

38、b,G.(eds)Online Learning and Teaching with Technology:Case Studies,Experience and Practice.(pp.36-43).London:KoganPage.Murphy,D,Walker,R.and Webb,G.(eds)(2001)Online Learning and Teaching with Technology:Case Studies,Experience ans Practice.London:KoganPage.Swaffar,J.,Romano,S.,Markley,P.,andArens,K

39、.(eds.)(1998)Language Learning Online:Theory and Practice in the ESL and L2 Computer Classroom.Austin,TX:LabyrinthPublications.Pachler,N(1999)Using the Internetas a teaching and learning tool.In M.Leask and N.Pachler(eds)Learning to Teach Using ICT in the Secondary School(pp.51-70).LondonandNewYork.

40、Routledge.Paulsen,J.B.(2001)New Era Trends and Technologies in Foreign Language Learning.Interactive Multimedia Electronic Journal of Computer-Enhanced Learning.Timmis,S.(2004)EvaluationoftheTESOLBlackboard.AreportofInstituteforLearningandResearchTechnology,UniversityofBristol,UK.Woods,R.,Baker.D.J.andHopper,D.(2004)Hybirdstructures:Facultyuseandperceptionofweb-basedcoursewareasasupplementtoface-to-faceinstruction.The Internet and higher education.7:281-297.ThankyouZouBinGraduateSchoolofEducationUniversityofBristol,UKbin.zoubristol.ac.uk