GER 397P – Fall 2002

GER 397P: Computer Assisted Language Learning and Language Pedagogy

Spring 2005

Instructor: Zsuzsanna Abrams
Meeting Time/place: M 2-5 in MEZES 2.120 (PC Lab)
Office/office hours: Wednesdays 1:30 – 4:30 and by appointment

Phone: 232-6374
E-mail: zsabrams@mail.utexas.edu

Course Objectives:

Understand the relationship between theories of second language acquisition and new technologies;
Explore, discuss, and evaluate a range of contemporary L2 software;
Understand how software can be integrated in L2 classrooms;
Develop teaching and/or research materials using contemporary technological tools

Throughout the course we will consider theory, asking the question: Where do new technologies fit within our concepts of second-language learning? We will also consider practice and look at various ways in which new technologies have been used in language teaching environments.

Readings:

Reading assignments will be made available from IT Copy (214 W. MLK) and on-line through Blackboard (which you can access at http://courses.utexas.edu)

Grading and Evaluation:

Reading assignments are due the day they are listed. Example: Our first readings (e.g., Blake’s “The role of technology in second language learning”) should be read before coming to class on Jan 31^st

Your grade will be based on the quality of your work in the following areas:

Course participation 20%
Presentation & research paper on SLA theory’s relation to CALL 15%
Review existing CALL product or web-site, 15%

using CALICO review guidelines or other appropriate

evaluation form (check with me first)

A segment of teaching or research software & presentation 35%

Professional development courses (3) 15%

Course participation & homework:

Come to class prepared to discuss the assignments. Say something meaningful about the readings each class period. Participate fully in the practice activities relating to software demonstrations. Some readings include a problem-solving exercise, which will be due the same day as the reading assignment.

Presentation & Paper of SLA theory’s relationship to CALL

You have to review readings you may have done for other courses in which you focused on theories of and issues in second language acquisition (these theories include, but are not limited to: Input hypothesis, Interaction hypothesis, Sociocultural theory of SLA, Cognitive theory, Learner Variables, motivation, anxiety, etc.) and discuss how it supports (or does not support) computer assisted language learning or CMC. This 10-minute presentation should be a spring-board for the research paper described next. (5%)

After your SLA presentation, you will need to write up a 1000 word paper (ca 4 pages long) examining the relationship of a theory of second language acquisition or learning issue to computer-assisted language learning. For the paper, you need to review critically and discuss the content of at least five articles or book chapters. Explain, compare, contrast and critique the different points of view presented in them. Some of the articles should directly relate to CALL and/or CMC. For the others that may not specifically address CALL or CMC, discuss the potential applicability of the authors’ findings and conclusions to L2 learning theories and pedagogical practice. In the last few paragraphs of your paper, draw your own conclusions and analyze your own view of the subject you have researched. The paper must be typed, Times New Roman font size 10-12, double-spaced with one-inch margins, APA style (used in almost all applied linguistics journals). (10%). Collaborative work, in the spirit of research in applied linguistics, is very much encouraged! Please consider working with a partner on this project!

Software evaluation:

To be completed in pairs! Select a teaching software or an educational website you are familiar with and evaluate it according to the CALICO review guidelines to be found in your course packet (or an appropriate web-evaluation form, see our Blackboard site for examples). You should be able to use your research paper and that of your partner, as well as your peers’ presentations, in response to the prompt “Teacher Fit (Approach)”. The importance of this assignment is to help you focus on what is effective, what is not in the available software applications. (15%)

NB: All grades on collaborative writing will be assigned equally to all partners – it is your responsibility to ensure that all authors contribute equally to the writing process and the ultimate product.

Teaching / Research software:

During the second half of the semester, you need to design, develop and present on a CALL teaching or research segment. That is, you will design a short teaching unit or an evaluation tool you wish to utilize in your own research using computer applications such as Blackboard, Dreamweaver, Frontpage, Fireworks, Photoshop, etc.

The goal of this assignment is not to design and implement large software units, but to suggest directions, approaches and techniques for the design of teaching and/or research materials. Your assignment is to complete a small application that you could use in one of the courses you teach or plan to teach, or something that you can actually use in your own research (e.g., dissertation). This teaching or research segment must appropriately use various media (graphics, text styles, audio, video) and capabilities (feedback, help sequences, etc.) that the computer provides. (25%)

When you hand in the software, include a three-page description of your goals and of the parts of the software. The software itself should be handed in on a Windows-formatted Zip disk (to be returned).

Collaborative work, in the spirit of research in applied linguistics, is very much encouraged! Please consider working with a partner on this project!

In preparation for this project, you must work on computer skills throughout the semester.

The computing equipment in UT’s labs will be available for this purpose:

· Liberal Arts Instructional Technology Services

MEZES 2.104A (Media Lab) --- 471-7095

http://www.laits.utexas.edu/its/ (see for available times, location, applications, etc.)

· Center for Instructional Technologies

GSB 2.130E --- 475-6161

http://www.utexas.edu/academic/cit/ (for setting up consultation, open-times for the media lab, etc.)

· Germanic Studies (EPS 4.108 – for students in Germanic Studies)

Software is also available for purchase at:

Software Distribution and Sales FAC 227A --- 475-9221, e-mail software@its.utexas.eduhttp://www.utexas.edu/its/sds/products/adobe.html

Useful telephone number:

ITS helpdesk 475-9400

Oral & computer presentation of teaching unit (ca 30 minutes):

For this assignment, you present to the class the work you have done on your teaching / research software. You are NOT expected to present a ready-to-be-published piece of software. The idea of this presentation is to show the class where you would go with your software if you had the time and resources to complete it. A few examples will suffice. After your presentation, we will discuss your project and suggest ideas for making improvements. These suggestions and discussions need to be reflected in the final project you turn in by Monday, May 9. (10%)

Professional development courses:

Each of you comes to this class with a different set professional-development needs relating to new technologies. To improve knowledge in this area, you will choose three mini courses offered through UT computing services (check out the schedule – and register, if necessary – at http://www.utexas.edu/its/us/). These courses are geared toward all levels and cover such topics as: Web publishing, graphic design, using Dreamweaver, creating on-line tests, conducting online surveys, writing CGI scripts, learning JAVA, and developing Internet-based databases. Have the instructor of the course sign the handout. Photocopy this handout and turn it in to me as proof of your attendance. No signature, no handout, no grade.

Special needs

The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. To determine if you qualify, please contact the Dean of Students’ Office at 471-6259; 471-4641 TTY. If they certify your needs, I will work with you to make appropriate accommodations for all course assignments. Please let me know as soon as possible if you need alternate arrangements for your in-class work or other tasks; I’ll be happy to discuss any of your concerns!

Policy on Scholastic Integrity

Students who do not comply with University rules on scholastic integrity are subject to disciplinary penalties, including the possibility of failure in the course and / or dismissal from the University. Since such dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For further information, please visit the Student Judicial Services web site at http://deanofstudents.utexas.edu/sjs/academicintegrity.html. This site offers excellent resources on how to cite sources and how to paraphrase, among other suggestions. The Undergraduate Library also has workshops and brochures that can help you develop skills on writing research papers. Any assignments that are plagiarized, will result in the student’s failing the course.

Week

Dates

Course Topics and Assignments

January 24

Introduction to course; history of CALL; Introduction to Blackboard

January 31

Historical Overview of CALL

Blake, R. (1998). The role of technology in second language learning. In H. Byrnes (Ed.), Learning foreign and second languages (pp. 209-237). New York: MLA. (in course packet)

Hanson-Smith, E. (2003) A Brief History of CALL Theory. CATESOL Journal, 15(1), 21-30. (on-line)

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71. (on-line)

February 7

CALL & SLA theories: The interface between theory and practice

Adair-Hauck, B., Willingham-McLain, L. and Youngs, B.E. (1999). Evaluating the Integration of Technology and Second Language Learning. The CALICO Journal, 17, 2, 269-306. (on-line)

Kern, R., and Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer and R. Kern (Eds.), Network-based language teaching: concepts and practice (pp. 1-19). New York: Cambridge. (in course packet)

Salaberry, R. (2001). The use of technology for second language learning and teaching: A retrospective. Modern Language Journal 85(1), 39-56. (on-line)

Presentations of SLA Theory connections to CALL

February 14

Task Design in CALL

Brandl, K. (2002). Integrating Internet-based reading materials into the foreign language curriculum: From teacher- to student-centered approaches. Language Learning and Technology, 6,3, 87-107. (on-line)

Chapelle, C. (1999). Theory and research: Investigation of ‘authentic’ language learning tasks. In Egbert and Hanson-Smith (Eds.), CALL environments: Research, practice and critical issues (pp. 101-115). Alexandria: TESOL. (in course packet)

Dodge, B. (1997). Some thoughts about webquests. (on-line)

Lee, J. (2001). Tasks and communicating in language classrooms. New York: McGraw-Hill. [Chapter 3: Developing task-based activities]. (in course packet)

Presentations of SLA Theory connections to CALL

February 21

CALL & Language learning

Presentation by Kari Lie

Egan, K. B. (1999) Speaking: A critical skill and a challenge. The
CALICO Journal, 16, 3, 277-293. (on-line)

Gettys, S., Imhof, L. A., Kautz, J. O. (2001). Computer-assisted reading: The effects of glossing format on comprehension and vocabulary retention. Foreign Language Annals, 34, 2, 91-106. (in course packet)

Way, D. P., Joiner, E. G. & Seaman, M. A. (2000). Writing in secondary foreign language classroom: The effects of prompts and tasks on novice learners of French. The Modern Language Journal, 84, 2, 171-184. (on-line).

Weyers, J. R. (1999). The effect of authentic video on communicative competence. The Modern Language Journal, 83, 3, 339-349. (on-line)

Presentations of SLA Theory connections to CALL

February 28

CALL & Culture

Presentation by Laura Sager

Bernhardt, E. and Kamil, M. (1998). Enhancing foreign culture learning through electronic discussion. In J. A. Muyskens (Ed.), New ways of learning and teaching: Focus on technology and foreign language education (pp. 39-55). Boston: Heinle & Heinle. (in course packet)

Herron, C., Dubreil, S., Cole, S. P., Corrie, C. (2000). Using instructional video to teach culture to beginning foreign language students. The CALICO Journal, 17, 3, 395-429. (online)

Jogan, M. K., Heredia, A., & Aguilera, G. (2001). Cross-cultural e-mail: Providing cultural input for the advanced foreign language student. Foreign Language Annals, 34(4), 341-346. (in course packet)

Katz, S. (2001). Videoconferencing with the French-speaking world: A user’s guide. Foreign Language Annals 34(2), 152-157. (in course packet)

SLA & Technology paper due

March 7

Computer-based assessment

Presentation by Mario Guerra

Coniam, D. (1998). The Use of Speech Recognition Software as an English Language Oral Assessment Instrument: An Exploratory Study. The CALICO Journal,15, 4, 7-23. (on-line)

Jones, L. (2004). Testing L2 vocabulary recognition and text recall using pictorial and written test items. Language Learning & Technology, 8, 3, 122-143 (on-line)

Spanos, T., Hansen, C.H., & E. Daines. (2001). Integrating technology and classroom assessment. Foreign Language Annals 34(4), 318-324. (in course packet)

Wright, D. A. (2003). Asynchronous negotiations: Introducing electronic portfolios to promote professional development in foreign-language business classrooms. Global Business Languages, 2003, 8, 88-107. (on-line)

March 14

Spring Break – no classes

March 21

CMC

Presentation by Kerstin Sommerholter

Lee, L. (2001). Enhancing learners' communication skills through synchronous electronic interaction and task-based instruction. Foreign Language Annals 35(1), 16-24. (in course packet)

Pelletieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In M. Warschauer and R. Kern (Eds.), Network-based language teaching: concepts and practice (pp. 59-86). New York: Cambridge. (in course packet)

Salaberry, R. (2000). Pedagogical design of computer-mediated tasks: Learning objectives and technological capabilities. The Modern Language Journal, 84, 1, 28-37. (on-line)

Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 83, 2, 470-481. (on-line)

Additional non-academic information on CMC and the Internet from the U.S. News & World Report, April 22, 2002 (all on-line)

“Accelerating the Internet” (David LaGesse)

“Untangling the Web” (Janet Rae-Dupree)

“And now, dot common sense” (JoEllen Perry)

Software review due

March 28

Presentation by Michael Heidenreich, Kevin West, Gary Dickerson, Carrie Wells

Website design and development

Audio recording, digitizing, editing, and serving of web-based audio

Video shooting, editing, and serving of web-based video

Scanning, editing, and serving of web-based images

April 4

CALL & Distance education

Abrioux, D. A. M. X. (1989) Computer-Assisted Language Learning and Distance Education. Journal of Distance Education, 4, 20-35. (on-line)

Kanuka, H. (2002) A Principled Approach to Facilitating Distance Education: The Internet, Higher Education and Higher Levels of Learning. Journal of Distance Education, 17, 2, 70-86. (on-line)

Wang, Y. (2004). Supporting synchronous distance language learning with desktop videoconferencing. Language Learning & Technology, 8,3 (online)

Wang, A.Y., & Newlin, M.H. (2002). Predictors of performance in the virtual classroom: Identifying and helping at-risk cyber-students. T.H.E. Journal, 21-28. (on-line)

April 11

Individual conferences with instructor

April 18

Project presentations

April 25

Project presentations

May 2

Project presentations

May 9

Final project and 3-page description due

Recommended Journals (NOT an exhaustive list, just the primary journals):