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Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Another Look at Tutorial CALL Tutorial CALL
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Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Mar 26, 2015

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Page 1: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Phil Hubbard, Stanford UniversityClaire Bradin Siskin, University of Pittsburgh

Another Look at Another Look at Tutorial CALLTutorial CALL

Page 2: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Overview:Overview:IntroductionIntroductionMyths about tutorial CALLMyths about tutorial CALLWhy has it been marginalized?Why has it been marginalized?Research studiesResearch studiesThe dichotomyThe dichotomySuggestions for effective useSuggestions for effective useConclusionConclusion DiscussionDiscussion

Page 3: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Working definition:Working definition:

Tutorial CALL refers to the use of computer programs (disk, CD-ROM, Web-based, etc.) embodying content, activities, and feedback specifically for improving language proficiency.

Page 4: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Levy (1995):Levy (1995):

Computer-as-tutor (tutorial CALL):Computer-as-tutor (tutorial CALL):computer controls the learning computer controls the learning

instructor has no roleinstructor has no rolecomputer evaluatescomputer evaluates

Computer-as-tool: Computer-as-tool: instructor has central roleinstructor has central role

greater demands on the instructorgreater demands on the instructorcomputer does not evaluatecomputer does not evaluate

Page 5: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

- D. Wolff, - D. Wolff, System, System, 1999.1999.

“ “On the basis of our present knowledge of On the basis of our present knowledge of language learning, I believe that the only language learning, I believe that the only defensible role for the computer in defensible role for the computer in language learning is that of tool.” (p. 127)language learning is that of tool.” (p. 127)

“ “In learner autonomy, the key concept in In learner autonomy, the key concept in modern language learning and in all modern language learning and in all humanistically oriented pedagogy, the humanistically oriented pedagogy, the computer as tutor cannot have a place.” computer as tutor cannot have a place.” (p. 128)(p. 128)

Page 6: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Old CALLOld CALL

Tutorial CALL

Tool CALL

Page 7: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

The problem:The problem:

Tutor vs. toolTutor vs. tool

Old CALL: disk-based tutorial programsOld CALL: disk-based tutorial programs

New CALL: computer for production, New CALL: computer for production, information, and interaction (CMC)information, and interaction (CMC)

Page 8: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

New CALLNew CALL

Tool CALL

Tutorial CALL

Page 9: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

The problemThe problem

Tutor vs. toolTutor vs. toolOld CALL: disk-based tutorial programsOld CALL: disk-based tutorial programsNew CALL: computer for production, New CALL: computer for production,

information, and interaction (CMC)information, and interaction (CMC)Need to take another look at tutorial CALLNeed to take another look at tutorial CALL

Clarify what it is and isn’tClarify what it is and isn’tHighlight roles for teachersHighlight roles for teachers

Page 10: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Future CALL?Future CALL?

Tool CALL Tutorial CALL

Page 11: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Overview:Overview:IntroductionIntroductionMyths about tutorial CALLMyths about tutorial CALLWhy has it been marginalized?Why has it been marginalized?Research studiesResearch studiesThe dichotomyThe dichotomySuggestions for effective useSuggestions for effective useConclusionConclusion DiscussionDiscussion

Page 12: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

““Tutorial CALL software is all behaviorist.”

Myth:Myth:

Page 13: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

“Tutorial CALL software is all drill and practice.”

Myth:Myth:

Page 14: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

“Tutorial CALL isn’t useful because it isn’t communicative.”

Myth:Myth:

Page 15: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

“In tutorial CALL, the teacher is absent/has no role.”

Myth:Myth:

Page 16: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

“In tutorial CALL, the learners have no control.”

Myth:Myth:

Page 17: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

on a disk or CD = “tutorial”

on the Internet =“not tutorial”

Myth:Myth:

Page 18: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Overview:Overview:IntroductionIntroductionMyths about tutorial CALLMyths about tutorial CALLWhy has it been marginalized?Why has it been marginalized?Research studiesResearch studiesThe dichotomyThe dichotomySuggestions for effective useSuggestions for effective useConclusionConclusion DiscussionDiscussion

Page 19: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Why has it been marginalized?Why has it been marginalized?

Teachers believe the myths about it.Teachers believe the myths about it.It didn’t live up to expectations.It didn’t live up to expectations.It appears inconsistent with some It appears inconsistent with some

contemporary learning theories.contemporary learning theories.It is dominated by commercial interests.It is dominated by commercial interests.It isn’t new.It isn’t new.Teacher’s role seems limited.Teacher’s role seems limited.

Page 20: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Overview:Overview:IntroductionIntroductionMyths about tutorial CALLMyths about tutorial CALLWhy has it been marginalized?Why has it been marginalized?Research studiesResearch studiesThe dichotomyThe dichotomySuggestions for effective useSuggestions for effective useConclusionConclusion DiscussionDiscussion

Page 21: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Tutorial CALL was stigmatizedTutorial CALL was stigmatized

Computers as “tools:”Computers as “tools:”

word processingword processing authentic websitesauthentic websites PowerPointPowerPoint

Page 22: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Used in 3 ESL classes; each Used in 3 ESL classes; each class went to the lab 3 timesclass went to the lab 3 times

Page 23: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

““Did the program help you improve?”Did the program help you improve?”Yes: 21Yes: 21No: 10No: 10

Results of post-Results of post-questionnaire:questionnaire:

Page 24: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

““Did you use the software outside of Did you use the software outside of class time?”class time?”

Yes: 8Yes: 8No: 20No: 20

Results of post-Results of post-questionnairequestionnaire::

Page 25: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Tutor vs tool 2002Tutor vs tool 2002

Review four CALL conferences in 2002 Review four CALL conferences in 2002 Based on abstracts, determine whether Based on abstracts, determine whether

presentations involvepresentations involve tool usetool use tutor usetutor use bothboth neither (e.g., teacher training, testing…)neither (e.g., teacher training, testing…)

Page 26: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

CALICO: MarchCALICO: March

Tool vs. tutor ~balancedTool vs. tutor ~balanced

Tool - 57Tool - 57Tutor -Tutor - 4646Both – 7Both – 7Neither - 17Neither - 17

Page 27: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

TESOL: AprilTESOL: April

Tool vs. tutor – tool dominatesTool vs. tutor – tool dominates

Tool - 42Tool - 42Tutor -Tutor - 77Both – 11Both – 11Neither – 19Neither – 19Commercial: tutor – 6; tool - 2Commercial: tutor – 6; tool - 2

Page 28: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

EUROCALL: AugustEUROCALL: August

Tool vs. tutor ~ balancedTool vs. tutor ~ balanced

Tool - 37Tool - 37Tutor -Tutor - 3030Both – 26 Both – 26 Neither – 14Neither – 14

Page 29: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

CALL: AugustCALL: AugustTool vs. tutor ~ tutor dominatesTool vs. tutor ~ tutor dominates

Tool - 11Tool - 11Tutor -Tutor - 2525Both – 11 Both – 11 Neither – 6Neither – 6

Page 30: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Tool vs tutor 2002Tool vs tutor 2002

CALL as tool has a slight edge CALL as tool has a slight edge generally, dramatic in TESOLgenerally, dramatic in TESOL

Tutorial CALL is still interestingTutorial CALL is still interestingIncreasingly, we see bothIncreasingly, we see both

- in blended environments (labs, etc.)- in blended environments (labs, etc.)- in blended materials- in blended materials

Page 31: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Overview:Overview:IntroductionIntroductionMyths about tutorial CALLMyths about tutorial CALLWhy has it been marginalized?Why has it been marginalized?Research studiesResearch studiesThe dichotomyThe dichotomySuggestions for effective useSuggestions for effective useConclusionConclusion DiscussionDiscussion

Page 32: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

The "tutor vs. tool” dichotomyThe "tutor vs. tool” dichotomy

Computer as tutor: tutorial CALLComputer as tutor: tutorial CALLComputer as tool:Computer as tool:

word processing word processing email emailpresentation softwarepresentation software Web Webspreadsheets spreadsheets MOOs MOOsconcordancersconcordancers chat chat

Taylor (1980), Kenning & Kenning (1983), Levy (1995 & 1997) etc.Taylor (1980), Kenning & Kenning (1983), Levy (1995 & 1997) etc.

Page 33: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

The "tutor vs. tool” The "tutor vs. tool” dichotomy may not dichotomy may not be one.be one.

Page 34: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

These distinctions may be artificial.These distinctions may be artificial.

Tutorial CALL:Tutorial CALL: Learners may in fact have a high Learners may in fact have a high

degree of controldegree of control..

Options:Options:sequencesequence glossesglosseshintshints search functionssearch functionshelp screenshelp screens mode of operationmode of operation

Page 35: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

The instructor may be The instructor may be involved to a high degree.involved to a high degree.

Computer-as tutor:Computer-as tutor:

Page 36: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Computer-as-tool:Computer-as-tool:

Since today’s learners are Since today’s learners are increasingly proficient with increasingly proficient with software tools, the instructor’s software tools, the instructor’s role may be less than it was role may be less than it was previously.previously.

Page 37: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Many CALL software Many CALL software packages contain both tutor packages contain both tutor and tool functions.and tool functions.

Decoo and Colpaert (1999)Decoo and Colpaert (1999) Richmond (1999) Richmond (1999) “ “hybrid packages” Levy (1999 )hybrid packages” Levy (1999 )

Page 38: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Future CALL?Future CALL?

Tool CALL Tutorial CALL

(blended)(blended)

Page 39: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Overview:Overview:IntroductionIntroductionMyths about tutorial CALLMyths about tutorial CALLWhy has it been marginalized?Why has it been marginalized?Research studiesResearch studiesThe dichotomyThe dichotomySuggestions for effective useSuggestions for effective useConclusionConclusion DiscussionDiscussion

Page 40: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

What What is is the role of tutorial CALL?the role of tutorial CALL?

Focus on learning rules, patterns, and itemsFocus on learning rules, patterns, and itemsSupport one-way comprehensionSupport one-way comprehension

ListeningListeningReadingReading

Pronunciation practice and feedbackPronunciation practice and feedbackHandle limited, predictable interactionsHandle limited, predictable interactionsSome natural language processingSome natural language processing

Page 41: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

So, what can you do?So, what can you do?

Page 42: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Become an informed consumerBecome an informed consumer

Experience tutorial CALL as a learnerExperience tutorial CALL as a learner

Consider plausible uses for your Consider plausible uses for your learning objectives and environmentslearning objectives and environments

Page 43: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Train learners in effective useTrain learners in effective use

Give learners teacher trainingGive learners teacher trainingUse a cyclic approachUse a cyclic approachUse collaborative debriefingsUse collaborative debriefingsTeach strategies for setting an Teach strategies for setting an

appropriate level of challengeappropriate level of challenge

Page 44: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Encourage teachers to make Encourage teachers to make their own CALL materialstheir own CALL materials

Support materials: handouts, tasks, Support materials: handouts, tasks, Template authoring (e.g.,) Hot Potatoes Template authoring (e.g.,) Hot Potatoes Other authoring tools: Other authoring tools:

QuickTimeQuickTime HyperStudioHyperStudioRevolutionRevolution FlashFlashMaxAuthorMaxAuthor WinCalisWinCalis

Page 45: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Conclusion:Conclusion:

Instead of rejecting tutorial Instead of rejecting tutorial CALL out of hand, try to CALL out of hand, try to understand what it is and understand what it is and what it can do.what it can do.

Page 46: Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh Another Look at Tutorial CALL.

Questions?Questions?Discussion?Discussion?