Lesson Plan

I use these 1, 2 links as references for my lesson plan. Do try it friends..!

Task 2: Literature Review

Title: The Benefits of Computer Assisted Language Learning (CALL) towards Speaking Skills

1.0 Introduction

Computer-Assisted Language Learning (CALL) is the use of application to improve the students learning. Since the 1960's, computers have been used for language teaching (Lee, K., 2000). Nowadays, computer has become an important component of second or foreign language learning pedagogy. Computers are not only used to give new format for traditional exercises but they also help to make things easier and fast.

Every learner has different needs and abilities of learning a language. Computer is based on learner-oriented while traditional method is based on teacher-oriented. It is quite difficult for the teacher to teach the students on speaking skills where teacher tends to be influenced by the mother tongue. In this paper, I would like to focus on ‘The Benefits of Computer-Assisted Language Learning (CALL) towards Speaking Skills’. As we know, the demand for speakers using English effectively is necessary in every country.

According to Khamkhien (2010), of all four key language skills, speaking is considered to be the most important in learning a second or foreign language. Speaking can clearly show the correctness and language errors that a language learner makes. Recent developments on the web have allowed for voice chat sites which make it possible for learners and teachers to interact through the Internet in distance education courses. Thus, motivations and online interactions will also be involved since learners need lots of supports and medium of interactions to master the speaking skills especially in foreign language.

2.0 Review and summary of the articles

Five related articles will be discussed in this section and some commons information will be highlighted into several points.

.

2.1 Computer-Mediated Communication (CMC) Enhances Learners’ Speaking Skills.

Computer-Mediated Communication (CMC) is part of the CALL where computers are a means through which teachers communicate with learners, learners communicate with one another and learners communicate with native speakers. The communication takes place through variations in the elements such as timing (synchronous or asynchronous), number and patterning of participants (one to one, one to many, or many to many) and medium (text, voice, or video) where computer is used as a mediator of communication.

Dr. Nesrin Ozdener (2008) in his study agreed that computer helps to improve the students’ speaking skills either through synchronous or asynchronous communication. It is supported by Ranjit Kaur and Mohamed Amin Embi (2009) where the findings of case respondents’ ability in making decisions regarding their learning tasks through Asynchronous Online Interactions (AOI) ranged between average to high, thus, it developed self-directedness and helped them in managing their own learning.

2.2 CALL Helps to Improve English Language

All the researchers from the five articles agreed that CALL could improve English learning with the activities provided. Apart from being a mediator in communication, CMC technologies will also create significant opportunities in cases where sufficient time cannot be allocated for communicative activities within the classroom due to limited teaching time (Nesrin Ozdener, 2008). Meanwhile, Lu, Z., Hou, L., & Huang, X. (2010) said, “In CALL environments, the focus of college English teaching in China has shifted from focusing on students’ linguistic ability towards focusing on students’ communicative language ability and pragmatic competence which means the teaching model is changing from a traditional teacher-centered to a student-centered and aims to develop students’ communicative language ability.”

Kaur, R. & Mohamed Amin Embi. (2009) did a research on Asynchronous Online Interactions (AOI) to explore Malaysian adult learners’ self-directed abilities through one mode of Computer Mediated Communication in a local private university. The findings showed that AOI developed self-directedness and aided them in managing their own learning.

Chyung, S. Y. (2007) came out with a research on Invisible Motivation of Online Adult Learners during Contract Learning (a method that uses a contract which is an agreement between parties to facilitate learning) found that the students felt more self-directed and motivated during contract learning, but what they really liked was being able to select assignments that were relevant to their interests and needs.

Nadzrah Abu Bakar (2007) in her research noted that the activities carried out in the class involved three different classroom environments which computer used as tutorial aids, computer used as tools and computer used as exploratory devices. The result from observation showed that computers were mostly used as tools to accomplish the writing activities, such as using word processing and PowerPoint presentation.

3.0 Conclusion

In some way, I do like the topic of the research where CALL really took place in speaking skills and helped in English language learning. In normal classroom, teachers would play as people who give the lecture meanwhile students would passively receive the knowledge without developing their speaking skills. Here, we can see the speaking skills are not used among students and cannot be developed.

Computers and language learning are closely inter-related and the integration of both can enable students to organize and process their knowledge at the touch of keyboard button. In addition, the use of CALL allows fast developmental assessment and fast update.

With all the advantages of CALL in ESL classroom though, it still has its limitations. This is because computer as itself without any good activities “does not provide adequate instructional value in and of themselves” (Means, 1994, pg. 13). Computer is just a tool (Philip, 1987) and it is supported by Ahmad et al. (1985) who think the computer is totally dependent on the teacher in many ways, for example, it is unable to create educational materials without a human to direct it. I do agree with the research done by Nadzrah where letting the students to use computers in the classroom without any concrete activities that relate to language learning and without any understanding of the conditions of using computers in the classroom somehow will be very unbeneficial to them (Bromley, 1998; Gunderson and Anderson, 1999; Hartschuh, 1999; Muir-Herzig, 2004).

Still, we could see that computer assisted language learning (CALL) somehow helps students to enhance their speaking skills. It is practical anywhere at anytime with certain conditions. Hence, traditional methods should be changed into more authentic and advance tools if we want to see changes in the students’ achievement especially in second language. Teaching speaking in Malaysian context using CALL would be the best suggestion.

Bibliography:

Chyung, S. Y. (2007). Invisible Motivation of Online Adult Learners during Contract Learning. Retrieved on February 16, 2011 from http://www.thejeo.com/Volume4Number1/ChyungFinal.pdf (link)

Kaur, R. & Mohamed Amin Embi. (2009). Self-Directedness through Asynchronous Online Interactions: A Malaysian Experience. Retrieved on February 16, 2011 from http://www.eurojournals.com/ejss_9_1_05.pdf (link)

Lu, Z., Hou, L., & Huang, X. (2010). Research on a Student-Centered Teaching Model in ICT-Based English Audio-Video Speaking Class. Retrieved on February 16, 2011 from http://ijedict.dec.uwi.edu/viewarticle.php?id=1015 (link)

Nadzrah Abu Bakar. (2007). English Language Activities in Computer-Based Learning Environment: A Case Study in ESL Malaysian Classroom. Retrieved on February 16, 2011 from http://www.ukm.my/ppbl/Gema/Vol7Issue1_Page33_49.pdf (link)

Nesrin Ozdener. (2008). Computer-Mediated Communication (CMC) Journal in Foreign Language Education. Retrieved on February 16, 2011 from http://tojde.anadolu.edu.tr/tojde30/pdf/article_9.pdf (link)

Literature Review

1.0       Introduction

Computer-Assisted Language Learning (CALL) is the use of application to improve the students learning. Since the 1960's, computers have been used for language teaching (Lee, K., 2000). Nowadays, computer has become an important component of second or foreign language learning pedagogy. Computers are not only used to give new format for traditional exercises but they also help to make things easier and fast. However, users should be able to use basic skills of computer which involve word processing, e-mail usage and the operation of browser software.

Every learner has different needs and abilities of learning a language. Computer is based on learner-oriented while traditional methods based on teacher-oriented. Thus, this trend of using computer especially in teaching English focus on learner autonomy, learner involvement, learner-generated syllabi, creation of relaxed atmosphere for learning and training to relate to need-based learning. As a result, the concept of individualized instruction has become important especially in the current education.

In this paper, I would like to focus on ‘The Benefits of Computer Assisted Language Learning (CALL) towards Speaking Skills’. As we know, the demand for speakers using English effectively is necessary in every country. According to Khamkhien (vol 3, 2010), of all four key language skills, speaking is considered to be the most important in learning a second or foreign language. Speaking can clearly show the correctness and language errors that a language learner makes. Thus, motivations and online interactions will also be involved in the review since learners need lots of supports and medium of interactions to master the speaking skills especially in foreign language.

2.0       Review and summary of the articles

Five related articles will be discussed in this section where each of the article will focus on the theory used, the objectives of the research, the methodology, the subject, the findings of the research and the major conclusion.

2.1  Computer-Mediated Communication (CMC) Journal in Foreign Language Education (link)

Computer-Mediated Communication (CMC) is part of the CALL where computer is used as a mediator of communication. The objective of this study by Dr. Nesrin Ozdener is to look for an answer to the question as to whether CMC technologies be a solution for overcoming the improvement of speaking skills and achieve fluency in speaking through internalizing the structures, and establishing a balance between fluency and accuracy. In this article, the researcher generally agreed that computer helps to improve the students’ speaking skills either through synchronous or asynchronous communication.

In this article I would highlighted on the theoretical basis for the use of synchronous and asynchronous communication technologies in computer-mediated foreign language education as it is related to my topic that I choose. Synchronous means communication in real time for example chatting or video conferencing, while asynchronous communication happens in different time such as forum or blog discussion. These technologies were found in the interactionist theory among second language acquisition (SLA) theories and in communicative approach to foreign language teaching.

Communicative approach values time spent on learner talk and supports the use of a variety of functions of language. According to Hatch (1978), language learning is believed to take place through conversation and learners are encouraged to use the target language in communicative exchanges. Berge & Collins (1995) defined CMC as “the use of computer systems and networks for the transfer, storage and retrieval of information among humans and the computer system is primarily a mediator rather than a processor of the information”.

The researcher used task-based language teaching principles in the study. The research questions were used to evaluate how much of the communication via text chat is carried out in the target language and to determine what are the learner perceptions on the use of text and voice chat applications with regards to features of the sessions, tasks, matching of dyads, computer skills and help provided.

The researcher used open-ended questionnaires and did an investigation of text chat logs (activities where the target language is used by the learner for a communicative purpose in order to achieve and outcome) on 60 students in Turkey. In order to improve the speaking skills, students in Turkey would benefit from more practice time and a chance to use the foreign language out of the classroom.

The findings show that 91% of the communication took place in the target language, and that use of the native language was 8.9 %. Current research shows that learners with the same native language use the target language more in computer-mediated communication then they do in classroom situations (Beauvois, 1998; Chun, 2003; Gonzalez-Lloret, 2003). Apart from being a mediator in communication, CMC technologies will also create significant opportunities in cases where sufficient time cannot be allocated for communicative activities within the classroom due to limited teaching time. For instance, in distance foreign language teaching where face-to-face communication is not feasible, the use of CMC will not only act as a tool to promote community building among isolated students but also could have a very important role in developing oral foreign language skills.

Therefore, the authors maintain that computer-mediated communication could be a very useful alternative to face-to-face interaction in dealing with the challenges of speaking a foreign language faced by the Turkish students in both traditional classrooms and distance education contexts alike.

2.2  Self-Directedness through Asynchronous Online Interactions: A Malaysian Experience (link)

The second article by Ranjit Kaur and Mohamed Amin Embi (2009) was conducted in Malaysia. The aim of the study was to investigate whether asynchronous online interaction (AOI) served self-directedness in the areas of planning, monitoring, decision making and computer skills. Jonassen (2000) believed that CMC has broken down traditional boundaries and plays a privileged role in developing self-directed learners. Palloff and Pratt (1999) added that in the CMC area, there are basically two modes of web based communication i.e. asynchronous (delayed, anytime, any pace, any place) and synchronous (same time, real time) through computer technology.

The researcher did not mention the theory used in their research, however, I believe communicative approach is used in their research. They provided research question on how do asynchronous online interactions aid learners’ to achieve self-directedness in planning i.e. the ability to determine and formulate learning objectives and deciding upon time, materials and techniques to accomplish learning tasks, in monitoring (the ability to check, verify and correct oneself during the performance of learning tasks), in decision making (the ability to judge, evaluate and make decisions on one’s ability and performance of learning tasks) and in computer skills such as the ability to use a computer, have basic application software skills, know how to self-access course materials and related links to accomplish the learning tasks.

There were 16 course respondents formed the sample population for this study and all of them were females. The researchers used a survey questionnaire to collect the quantitative data and analyzing threaded asynchronous online interactions (AOI) via a learning management system called Virtual Learning System (VLS) for the Listening and Speaking Course (LSC), conducting semi-structured interviews and analyzing learning logs to collect the qualitative data.

 Findings are divided into:

 2.2.1    Malaysian Adult Learners’ Planning Abilities showed that a majority of learners in this study rated their abilities in planning through AOI as average.

2.2.2     Learners’ Abilities in Monitoring showed that generally, course respondents were able to monitor their learning through AOI.

2.2.3     Learners Abilities in Decision Making showed a majority of the course respondents generally perceived their ability in decision making as average.

Questionnaire findings were supported with case respondents’ learning log entries and interviews. Generally, case respondents’ ability in making decisions regarding their learning tasks through AOI ranged between average to high. Findings showed that self-direction can be developed through AOI if institutions of higher learning take initiatives to equip learners with the right abilities, skills and knowledge (Hara et al. 1998; Holec, 1981) and thus, lead them to manage their own learning and develop self-directedness. In conclusion, course respondents perceived that AOI developed self-directedness and helped them in managing their own learning.

2.3  Research on a Student-Centered Teaching Model in ICT-Based English Audio-Video Speaking Class (link)

Lu, Z., Hou, L., & Huang, X. (2010) did a research on this topic to examine the feasibility of the student-centered teaching model utilized in an English audio-video speaking class (EAVSC) in computer-assisted language learning (CALL) environments in Beijing university. They touched on Task-Based Language Teaching (TBLT) as an effective way to develop students’ communicative ability in the target language. The objectives of the EAVSC are to develop students’ competence in understanding all kinds of language input in real-life communicative situations (such as movies, conversations, news etc.) and to improve their spoken language ability, so as to enhance their practical skills and communicative language ability.

The research was designed to address the following questions: a) What kind of role does the ICT facility, in particular, the digital learning system (WELL6000) play in the EAVSC? b) Does this teaching model in the “student-centered” EAVSC in CALL environments achieve feasibility and effectiveness in enhancing students’ speaking abilities and their communicative language abilities? The researcher distributed the questionnaire and tests as the instruments in the study.

The study involved 130 students (registered in year 2006, juniors) in total, 66 in the first semester, and 64 in the second. All the subjects were non-English majors, specialising in the fields of Computer Science and Technology, Information and Communication Engineering, and Electronic Engineering.

Analysis of correlated data shows that this specific teaching model in general is both plausible and effective in improving students’ communicative language abilities, especially in their speaking abilities.

In English class taught in earlier period, the teacher tended to spend most of the classroom time lecturing while students would often passively receive linguistic knowledge either from the teacher or from the textbook, thus, their speaking ability could not be adequately trained and developed. In CALL environments, the researcher stated that the focus of college English teaching in China has shifted from focusing on students’ linguistic ability towards focusing on students’ communicative language ability and pragmatic competence which means the teaching model is changing from a traditional teacher-centered to a student-centered and aims to develop students’ communicative language ability.

The researcher concluded that teaching model provides as a good reference for English teachers in China as well as for researchers and scholars, and counts a good exploration of teaching speaking in the specific context in the Beijing’ university.

2.4   Invisible Motivation of Online Adult Learners during Contract Learning (link)

Chyung, S. Y. (2007) came out with this research to report a contract learning strategy (a method that uses a contract which is an agreement between parties to facilitate learning) in a graduate-level online class, examining whether a sample of 28 students’ motivation who enrolled in a master’s degree level online course titled, E-Learning Principles and Practices, offered at a university in the northwestern region of the United States could indeed be predicted by their online behavior.

The researcher touched on self-regulated learning (SRL) and self-directed learning (SDL) theorists, where self-regulated learners are “metacognitively, motivationally, and behaviorally active participants in their own learning process” (Zimmerman, 2001, p. 5). Similarly, SDL theorists explain that self-directed learners “take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and materials resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes” (Knowles, 1975, p. 18).

Research questions are provided to answer whether adult learners’ motivation level can be predicted by their online behavior, measured by the number of participation days and the number of posted messages, and if their age and gender make a difference in their online behavior and motivation when a contract learning strategy is used in an online classroom. The researcher decided to answer these questions in her online classrooms by adopting action research methodology.

Results from this study showed that the students’ online behavior was not a predictor for their motivational status though there were age and gender differences in their online behavior. The students felt more self-directed and motivated during contract learning, but what they really liked was being able to select assignments that were relevant to their interests and needs.

Several studies have revealed that contract learning is an effective instructional strategy to address various factors that potentially lead to improving motivation, such as confidence, value-recognition, responsibility, empowerment and satisfaction (Bauer, 1985; Boyer, 2003; Chan & Wai-tong, 2000; Lemieux, 2001; Lewis, 2004; Williams & Williams, 1999).

Educators (Jonassen, 1996; Salaberry, 1999; Rost, 2002) indicate that the current computer technology has many advantages for second language learning. Computer Assisted Language Learning (CALL) enhances the motivation level of students. In a face-to-face classroom, the instructor can easily detect students’ motivational status by observing their facial expressions and postures but such cues cannot be seen in an online classroom. Therefore, online instructors often estimate students’ motivational level based on their online behavior such as the number of messages they post, and look for effective strategies to help them actively participate in online dialogues.

In conclusion, contract learning can be an effective instructional strategy for helping learners become self-directed and motivated.

2.5   English Language Activities in Computer-Based Learning Environment: A Case Study in ESL Malaysian Classroom (link)

This article was done by Nadzrah Abu Bakar to support the benefits of CALL in teaching English which was held in Malaysian classroom. The purpose of this study was to investigate and understand how computers were integrated in the classroom by looking at the types of activity carried out by teachers and students. This study was conducted to investigate the teachers’ roles in constructing the language activities and how English language was used by students in the classroom.

The use of computers is not new in Malaysia context where Ministry of Education (MOE) has introduced Smart School in 1999. The aim is to give students skills, knowledge and a background technology use and application (Ministry of Education Malaysia, 1997). The implementation of this school basically is one way to achieve the 2001-2010 Education Development Plan. The aim is to implement ICT in education is to educate students to become computer literate citizens and to position ICT as a teaching and learning tool, and to increase the productivity, efficiency and effectiveness of the management system (Malaysia, 2000).

The researcher used observations, interviews, written documents and students’ learning diary to collect the data. This study was done in one of the Malaysian Secondary Smart School. The subject of this study consisted of Form 2 students in the English language class and two Form 2 teachers of English. Students are mixed ethnic groups which involved Malays, Chinese and Indians. The students participated were 14 years old girls from two classes. They had computer skills such as the basic computer skills, PowerPoint, Word Processing and Internet search skills.

From the data analyzed, it was noted that the activities carried out in the class involved three different classroom environments which computer used as tutorial aids, computer used as tools and computer used as exploratory devices. The result from observation showed that computers were mostly used as tools to accomplish the writing activities, such as using word processing and PowerPoint presentation.

This study concludes that the opportunities for students to learn English as a second language using computers are very wide, and the use of L2 can be increased if authentic computer-based activities can be incorporated in the lesson. In addition, the teaching of English is aimed at more the use of language in a situation and not teaching language skills separately, such as engaging in oracy and literacy practice while engaging conversation and discussion.

3.0       Reflection based on the Articles

In some way, I do like the topic of the research where CALL really took place in speaking skills. As we know, students especially in primary and secondary schools like to use their textbooks as references. They depend mostly on reading the textbooks and listening to teachers explaining the contexts of the textbook. Teachers would play as people who give the lecture meanwhile students would passively receive the knowledge without developing their speaking skills. Here, we can see the speaking skills are not used among students and cannot be developed.

Computers and language learning are closely inter-related and the judicious integration of both can enable students to organize and process their knowledge at the touch of keyboard button. However, I do agree with the research done by Nadzrah where letting the students use computers in the classroom without any concrete activities that relate to language learning and without any understanding of the conditions of using computers in the classroom somehow will be very unbeneficial to them (Bromley, 1998; Gunderson and Anderson, 1999; Hartschuh, 1999; Muir-Herzig, 2004).

Most of the researches done were conducted among tertiary level students. If it was done among school students, the results performed might be different. It would be better for future researchers to conduct their study using school students especially secondary school students as the subject because they had been exposed to the ESL environment during primary level and will be exposed to new environment during tertiary level. So, their opinions and hopes would tell us how to improve the teaching and learning of English.

Computer technology should be applied in second language instruction because it offers a powerful self-access facility (Philips, 1987) and can be a great stimuli for second language learning (Taylor, 1980) where it can (a) prove practices for students through the experiential learning, (b) offer students more the learning motivation, (c) enhance student achievement, (d) increase authentic materials for study, (e) encourage greater interaction between teachers and students and students and peers, (f) emphasize the individual needs, (g) regard independence from a single source of information, and (h) enlarge global understanding (Lee, 2000).

As computers can store, access and analyze more data than books, they create a technology enabled exciting learning environment. Computers maximize learning opportunities for their students (J. Jayachandran, 2007).

4.0       Conclusion

Ministry of Education realized the importance of computer in school education. Therefore, in 1999, Smart School was first implemented. The aim of this school is to give students skills, knowledge and a background technology use and application (Ministry of Education Malaysia, 1997). However, not all schools were given the chance due to the high cost. Hopefully, by the year 2020, our education system will revolutionize to more systematic and dynamic system where every student does not afraid to use second language in their conversation.

With all the advantages of CALL in ESL classroom though, it still has its limitations and disadvantages. This is because computer as itself without any good activities “does not provide adequate instructional value in and of themselves” (Means, 1994, pg. 13). Computer is just a tool (Philip, 1987) and it is supported by Ahmad et al. (1985) who think the computer is totally dependent on the teacher in many ways, for example, it is unable to create educational materials without a human to direct it.

Though computers make excellent teaching tools, especially in teaching languages in any aspect, be it vocabulary, grammar, composition, pronunciation, or other linguistic and pragmatic-communicative skills, computer technology is unable to deal with learners’ unexpected learning problems and response to learners’ question immediately as teachers do (Cheng-Chieh Lai, William Allan Kritsonis, 2006) which means computers cannot handle unexpected situations.

However, we still could see that computer assisted language learning (CALL) somehow helps students to enhance their speaking skills. It is practical anywhere at anytime with certain conditions. Hence, traditional methods should be changed into more authentic and advance tools if we want to see changes in the students’ achievement especially in second language. Teaching speaking in Malaysian context via synchronous CMC and asynchronous CMC would be the best suggestion.

Bibliography

 Chyung, S. Y. (2007).  Invisible Motivation of Online Adult Learners during Contract Learning. Retrieved on February 16, 2011 from http://www.thejeo.com/Volume4Number1/ChyungFinal.pdf

Lu, Z., Hou, L., & Huang, X. (2010). Research on a Student-Centered Teaching Model in ICT-Based English Audio-Video Speaking Class. Retrieved on February 16, 2011 from http://ijedict.dec.uwi.edu/viewarticle.php?id=1015

Nadzrah. (2007). English Language Activities in Computer-Based Learning Environment: A Case Study in ESL Malaysian Classroom. Retrieved on February 16, 2011 from http://www.ukm.my/ppbl/Gema/Vol7Issue1_Page33_49.pdf

Nesrin Ozdener. (2008). Computer-Mediated Communication (CMC) Journal in Foreign Language Education. Retrieved on February 16, 2011 from http://tojde.anadolu.edu.tr/tojde30/pdf/article_9.pdf

Kaur, R. & Mohamed Amin Embi. (2009). Self-Directedness through Asynchronous Online Interactions: A Malaysian Experience. Retrieved on February 16, 2011 from http://www.eurojournals.com/ejss_9_1_05.pdf

16/2/11

Hypertext and the use of it in reading were presented by Laily and I. Laily talked about the benefits of CALL in reading skills while I stressed on hypertext and hypermedia. However, I think both of us can improve for the next presentation because I was not doing well during the Lab session where I taught my friends how to do hyperlinks in their blogs but suddenly it didn't work!! (Omjayy!!)Meanwhile, Laily took quite long time to finish her slides. By the way, we have tried our best to give all the information that we know and hopefully it will be very beneficial to all of you too. Till you finish your task 2 ya~

9/2/11

Another 2 days is my birthday (uiks~not related boo!!). Nina and Athirah presented on CALL and language skills. They touched on the use of computer in teaching listening and speaking. They showed many meaningful websites that we can browse to and use in the future. We learned about podcast and other elements in teaching listening and speaking. However, I think both of you can improve more especially in your slides where the background of the slides should be more bright so that the contents can be read clearly. They also need to check the links that they put in the slide so that when they want to use it, it wont have any problem. Overall, back up girls!!!

26/1/11

Third presentation by Nabihah and Izati..The started their presentation with the history of CALL. Next, they explained about types of CALL which were Behavioristic CALL, Communicative CALL and Integrative, Sociocognitive and Socioconstructive CALL. They both were well-prepared and explained it confidently. Their presentation's slides were nice and clear. Overall, keep up a good work girls!!!

26/1/11

Third presentation by Nabihah and Izati..