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TESL Ontario, December 10-12, 2009, Toronto. Evaluating computer technology for language learning. Carol A. Chapelle Iowa State University. The Fastest Way to Learn a Language. Guaranteed.™ Award-winning Software Learn a language naturally with Dynamic Immersion™. Easy-to-use

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slide2

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Award-winning Software

Learn a language naturally with Dynamic Immersion™.

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slide3

Any Airport U.S.A.

Rosetta Stone is the fastest way to learn a language!

How do you know?

slide4

Teacher’s Website

Companion Website

Students Teacher

CD-ROM

Textbook

Another class

The Web

slide5

Teacher’s Website

Companion Website

Students Teacher

CD-ROM

Textbook

Another class

The Web

slide6

Comparison research

Technology vs. teacher-led class

slide7

Audiences for Evaluation

Others

Program and Policy Decision Makers

&

Funders

Researchers

in

Applied Linguistics

CALL Developers

&

Other CALL Researchers

Teachers

&

Learners

Insiders

Informed Critics

Outsiders

research review
Research review
  • Example findings

“ […] it is reasonable to conclude that technology has been shown by the published empirical studies to be very effective in improving student language learning.” (Zhao, 2003, p. 19)

“ […] comparative studies reveal no conclusive evidence of any positive advantages associated with the use of media in general or of computers in particular.” (Burston, 2003, p. 221)

our research synthesis
Our research synthesis
  • Time frame: 1970-2006
  • Computer search: 3 electronic databases (LLBA, ERIC, and DA)
  • Manual search: 6 journals (CALL, System, CALICO, ReCALL, LLT and TESOL Quarterly)
  • Research comparing language instruction with computer technology and instruction without technology
  • Contains unpublished literature
  • More than 200 studies were identified
  • 85 studies met research synthesis criteria
slide12

Audiences for Evaluation

Others

Program and Policy Decision Makers

&

Funders

Researchers

in

Applied Linguistics

CALL Developers

&

Other CALL Researchers

Teachers

&

Learners

Insiders

Informed Critics

Outsiders

issues in language materials evaluation
Issues in Language Materials Evaluation
  • Marshalling professional knowledge
  • Methodology for defensible results
  • Context specificity
research seeking data concerning
Research seeking data concerning…
  • Language learning potential—opportunities for focus on form
  • Meaning focus—learners’ attention directed toward the meaning of the language
  • Learner fit—appropriate conditions given learner characteristics
  • Authenticity—correspondence between the learning activity and language activities out of the classroom
  • Positive Impact—positive effects of the CALL activity
  • Practicality—adequacy of resources to support the use of the CALL activity
questions about positive impact for the student
Questions about Positive Impact for the student:

How much did you enjoy the following practice activities:

Not at all a little some a lot

Listening O O O O

Vocabulary O O O O

Speaking O O O O

Grammar O O O O

Pronunciation O O O O

Reading O O O O

slide17

Mean Positive Impact Scores-12 Classes

A 20.19

B 17.57

C 19.98

D 19.10

E 18.45

E 19.36

F 18.05

G 16.63

H 14.47

I 21.60

J 19.16

K 22.65

Japan

in the US

Thailand

Chile

slide18

Audiences for Evaluation

Others

Program and Policy Decision Makers

&

Funders

Researchers

in

Applied Linguistics

CALL Developers

&

Other CALL Researchers

Teachers

&

Learners

Insiders

Informed Critics

Outsiders

slide19

Communication task through voice chat

Researcher looks for episodes of negotiation of meaning

slide20

Communication task through voice chat

Sumiko: Alright. So about our friend Harry.

Andy: Yeah, I’m a little concerned about him. I don’t know, I’m a little concerned about him. I think he should take some leadership courses so he can gain some confidence. It looks like he’s got a choice. He’s interested in either Stanford or MIT.

Sumiko: Pardon?

Andy: It looks like Harry is interested in Stanford and MIT.

Sumiko: Yeah.

Andy: I don’t know exactly how much you know about Harry, but I do know some things about Harry. And ah, I think he’s got a great personality …

slide21

Communication task through voice chat

Sumiko: Alright. So about our friend Harry.

Andy: Yeah, I’m a little concerned about him. I don’t know, I’m a little concerned about him. I think he should take some leadership courses so he can gain some confidence. It looks like he’s got a choice. He’s interested in either Stanford or MIT.

Sumiko: Pardon?

Andy: It looks like Harry is interested in Stanford and MIT.

Sumiko: Yeah.

Andy: I don’t know exactly how much you know about Harry, but I do know some things about Harry. And ah, I think he’s got a great personality …

slide22

Pellettieri (2000) found that learners self-corrected during chatroom tasks:

G: Es tu hombre tiene una corbata y los anteojos?

R: Si, el tiene

slide23

Pellettieri (2000) found that learners self-corrected during chatroom tasks:

G: Es tu hombre tiene una corbata y los anteojos?

R: Si, el los tiene.

slide24

Pellettieri (2000) found that learners self-corrected during chatroom tasks:

G: Es tu hombre tiene una corbata y los anteojos?

R: Si, el los tiene. Mi dibujo numero 5 es un mano...

slide26

Pragmatic Development

Pronoun Choice in French

“vous”

FRENCH PROFESSOR

“tu”

slide27

Online communication

Researcher studying online communication

esl student in the us
ESL STUDENT IN THE US

English is biggest problem

The US “isn’t my world”

English will not be good in 10 years (from Lam, 2000)

esl student on the internet
ESL STUDENT ON THE INTERNET

I’ve improved

My Internet friends helped me

There’s nothing to be afraid of(from Lam, 2000)

slide31

Audiences for Evaluation

Others

Program and Policy Decision Makers

&

Funders

Researchers

in

Applied Linguistics

CALL Developers

&

Other CALL Researchers

Teachers

&

Learners

Insiders

Informed Critics

Outsiders

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