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AFMLTA 2013

AFMLTA 2013. INSPIRE, INNOVATE, INTERACT: 19th AFMLTA Biennial conference. ‘To touch, or not to touch ’ : Role of Face-to-face Instruction in the Digital Age for ESL Learners By Virginia Kwok. Outline. Introduction Literature Review The Current Study Findings and Discussion

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AFMLTA 2013

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  1. AFMLTA 2013 INSPIRE, INNOVATE, INTERACT: 19th AFMLTA Biennial conference ‘To touch, or not to touch’: Role of Face-to-face Instruction in the Digital Age for ESL Learners By Virginia Kwok

  2. Outline • Introduction • Literature Review • The Current Study • Findings and Discussion • Pedagogical Implications • Recommendations • Conclusion

  3. I. Introduction • Question: What is the role of face-to-face instruction and interaction in the digital age for ESL learners?

  4. II. Literature Review • Role of emotions in the learning process: Marchand and Gutierrez (2012) • Social presence in online learning community: Esani (2010) • Blended learning in K-12 campuses: Cherry (2010) • Disadvantages of Computer Assisted Language Learning (CALL): Gündüz (2005) • Challenge of selecting appropriate activity to avoid chaos of uncertainty (Higgins, 1988). • Limitations of computers to give feedback on open-ended questions: AbuSeileek, Ali Farhan & Abu Sa'aleek, Atef Odeh (2012) • Read and scroll the screen vs. read printed text and turn the page (Kenning and Kenning: 1983; Ahmed, Corbett, Rogers & Sussex: 1985, Mirescu: 1997; Stokes: 2000;Gündüz, 2005).

  5. III. The Current Study • i) Would an ESL learner prefer to be taught by a Real or a ‘Robot Teacher’? [Give reason (s) and students can give more than one reason for their answer]. • ii) How much technology (as compared to face-to-face interaction) should a teacher use in a language teaching course? (by proportion)

  6. IV. Findings and Discussion • Seven of the thirteen students preferred to be taught by a real teacher while six of them preferred to be taught by a robot teacher.

  7. IV. Findings and Discussion Those who preferred to be taught by a real teacher, the reasons are as follow (each student can give more than one reason for question i) • There will be dynamic interactions with students. • There will be more variety in the intonation when a real teacher interacts with the students. • A real teacher will care about your feelings • A robot teacher doesn’t have feelings • A robot teacher doesn’t know how to change teaching method to accommodate the needs of students • A robot teacher doesn’t have feelings and so will make the lesson boring • A robot teacher won’t punish us and correct our mistakes • A robot teacher might sound boring • It is better to ask questions from a real person as a robot has no feelings and it will be boring to interact with a machine.

  8. IV. Findings and Discussion Those who preferred to be taught by a robot teacher, the reasons are as follow (each student can give more than one reason for question i) • We can have fun with a robot teacher. • We can change the programme in a robot teacher. • A robot teacher won’t punish us and let us have our way. • A robot teacher will listen to us and won’t punish us. • A robot teacher will not react in angry ways when students are talking in class as robots have no feelings. • A robot teacher won’t feel angry and students can hit him without getting punished. • A robot teacher won’t shout at students as robots have no feelings.

  9. IV. Findings and Discussion • ii) How much technology should a teacher use in a language teaching course? • 23.1 percent of respondents chose A.100%; another 23.1 percent of respondents chose B. (80%); another 23.1 percent of respondents chose D. 50%. 15.3 percent chose C. 60%; 7.7 percent chose E. 30%; 7.7 percent chose F. 20%. Zero percent chose G. None at all.

  10. IV. Findings and Discussion Possible reasons to account for the findings • Avatar teacher and Robot teachers not so user-friendly as anticipated • Role of face-to-face interaction in ESL learning becoming more important • a) Provide learner support: Cognitive, Affective, Systemic(Moore & Kearsley, 1996, Harms et al., 2006)

  11. IV. Findings and Discussion • Possible reasons to account for the findings • b) Advantages of face-to-face courses over online ones [Wuensch et al (2008)]

  12. V. Pedagogical Implications • Address various but also universal needs of different language learners – to connect with one another • Motivate with rewards and positive reinforcements • Engage with relevant, useful and valuable materials

  13. VI. Recommendations • Use technology and digital media as starting point and motivational tools • Provide scaffolding for learners with plenty of suitable language support at various stages • Encourage goal setting and affirmation of good results when learners make achievements

  14. VII. Conclusions • ‘To touch, or not to touch, that is the question’. • Technology is a powerful tool but neutral in nature. • How it would be used and to what extent it could be used is the key. • Human touch would hardly be replaced by robots or machines now or in the future.

  15. Q&A • Any questions?

  16. Thank You.

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