Innovative Practices: Enhancing L2 proficiency and … · Innovative Practices: Enhancing L2...
43
Innovative Practices: Enhancing L2 proficiency and student engagement through CALL technologies Gabriela Olivares-Cuhat Michelle Ploof Alejandra Barahona Andrés Morera
Transcript of Innovative Practices: Enhancing L2 proficiency and … · Innovative Practices: Enhancing L2...
Innovative Practices: Enhancing L2 proficiency and student engagement through
CALL technologies
Gabriela Olivares-Cuhat
Michelle Ploof
Alejandra Barahona
Andrés Morera
The purpose of this workshop is to explain the role of
computer-assisted language learning and illustrate how
technology enhanced instruction may be used to foster
communication and classroom engagement.
The selected activities will rely on pedagogical strategies that
enhance students’ social experience, classroom engagement,
and their communicative proficiency through online mediated
learning environments.
CALL
• CALL: Introduction and definitions
• Role of CALL in language teaching and learning
• World Readiness Standard for Communication
• Student and classroom engagement: definitions and dimensions
• Impact of CALL, FL technologies in the learning process
• Sample Technologies
• World Economic Forum 2016 - Social and Emotional Learning
• Questions
CALL
AGENDA
“The search for and study of applications of the computer
in language teaching and learning.” (Levy, 1997, p. 1)
•Technology started in the 1960 with the advent of
the Audiolingual Method
•This field has developed very quickly.
•Interdisciplinary in nature.
CALL
CALL
“CALL is a language learning and teaching
approach in which a computer is used as a
tool for doing presentation, assisting students,
evaluating materials, and promoting
interactions.”
(Al-Awidi & Ismail, 2014, p. 42)
CALL
CALL programs are effective tools that give
students the opportunity to practice varied
learning skills in interactive and engaging
ways and these contribute to the development
of cognition
(Roschelle et al. 2000)
Teaching strategies that rely on the use of technology seek to achieve four goals:
1. engage students
2. increase learning
3. increase performance
4. improve classroom efficiency
(Morris & Parker, 2014)
Research demonstrates that when CALL
technologies are used correctly, studentlearning increases
Tech. programs provide a “platform” that
supports “student engagement, active
learning and cooperation”
(Morris & Parker, 2014. p.2)
Interpersonal mode Interpretative mode Presentational mode
Learners interact and
negotiate meaning in
spoken, signed or written
conversations to share
information, reactions,
feelings, opinions.
Learners understand,
interpret, and analyze
what is heard, read, or
viewed on a variety of
topics.
Learners present
information, concepts, and
ideas to inform, explain,
persuade and narrate on a
variety of topics using
appropriate media and
adapting to various
audiences: listeners,
viewers, readers.
World readiness standard for communication
STUDENT ENGAGEMENT
This concept has been defined as “investment of
commitment, or effortful involvement in learning”
(Henrie, Halverson & Graham, 2015, p. 37)
Several studies have linked behavioral, emotional and
cognitive engagement to student persistence in learning,
satisfaction, and academic achievement
(Henrie et al.2015)
behavioral emotional cognitive
STUDENT ENGAGEMENT
“Student engagement is concerned with the interaction
between the time, effort and other relevant resources
invested by both students and their institutions intended
to optimize the student experience and enhance the
learning outcomes and development of students and the
performance, and reputation of the institution”
(Trowler, 2010)
STUDENT ENGAGEMENT
In computer-mediated environments, std. engagement
includes any interaction between student/instructor(s),
other students, or learning through the use of digital
technology. Courses can happen face-to-face, at a
distance, online or blended.
(Henrie et al. 2015)
STUDENT ENGAGEMENT
“Engagement is more than involvement or participation –
it requires feelings and sense making as well as activity”
(cited in Harper and Quaye, 2009).
STUDENT ENGAGEMENT
“Acting without feeling engaged is just involvement or
even compliance; feeling engaged without acting is
dissociation”
(Trowler, 2010)
STUDENT ENGAGEMENT
“Students who are behaviorally engaged would typically
comply with behavioral norms, such as attendance and
involvement, and would demonstrate the absence of
disruptive or negative behavior” (Trowler, 2010)BEHAVIORAL
ENGAGEMENT
In the classroom, this type of engagement includes:
observable behaviors pertinent to academic success,
e.g. attendance, participation and homework
completion. (Fredericks et al. 2004)BEHAVIORAL
ENGAGEMENT
EMOTIONAL
ENGAGEMENT“Students who engage emotionally would experience
affective reactions such as interest, enjoyment, or a
sense of belonging” (Trowler, 2010)
In the classroom, this type of engagement includes feelings
that students possess about their learning experience, e.g.
“interest, frustration, boredom, and social connection with the
school” (Fredericks et al. in Henrie et al. 2015, p. 37)
EMOTIONAL
ENGAGEMENT
Students would be in command of their learning,
would enjoy looking for further opportunities beyond
the expectations, and would welcome being
challenged (Trowler, 2010)
COGNITIVE
ENGAGEMENT
In the classroom, this type of engagement includes
self-regulation, and metacognitive actions. “It focuses
on the less observable effort expended in the mind”
(Fredericks et al. in Henrie et al. 2015, p. 37)
COGNITIVE
ENGAGEMENT
It has been shown that students who use
Web-based learning technology tend to
score higher in engagement measures
(e.g. level of academic challenge, active
and collaborative learning, student-faculty
interaction, etc)
WHY?
Technology-based activities provide
opportunities to develop learners’ L2
identity, cognitive and critical thinking skills
(Sardegna & Dugartsyrenova, 2014)
WHY?
Technology-based activities
provide performance confidence
(Thomas, 2013)WHY?
Students report higher gains in general
education, practical competence, and
personal and social development
(Chen, Lambert, & Guidry, 2010)
WHY?
Students who use technology for
academic purposes report greater
engagement and self-directed
learning (Rashid & Asghar, 2016)
WHY?
Computer-mediated tools promote oral
communication skills while they foster
students’ engagement and the use of all
language skills
(Thomas, Reinders & Warschauer, 2013)
WHY?
https://quizizz.com
INTERPRETATIVE
TASKS
INTERPRETATIVE
&
PRESENTATIONAL
TASKS
https://voicethread.com/
INTERPRETATIVE
&
PRESENTATIONAL
TASKS
http://www.qrstuff.com/
INTERPRETATIVE
&
PRESENTATIONAL
TASKS
http://vocaroo.com/
CHALLENGES
SEL - Social and Emotional Learning through Technology
World EconomicForum®
2016
“To thrive in the 21st century, students need more
than traditional academic learning. They must be
adept at collaboration, communication and
problem solving, which are some of the skills
developed through social and emotional learning
(SEL).” p.4
World EconomicForum®
2016
SEL - Social and Emotional Learning through Technology
World EconomicForum®
2016
complement and
extend learning
experience
CHALLENGES
1
complement and
extend learning
experience
connectivity-social
skills
CHALLENGES
1
2
complement and
extend learning
experience
connectivity-social
skills
creativity and adaptability
CHALLENGES
1
2
3
Supply
Benefit Awareness
Reliable Metrics
CHALLENGES
