FOL6326 (class #15083 | section #02B3)

Tuesdays 10:40-11:30 (per. 4); Thursdays 10:40-12:35 (per. 4-5) Ustler Hall, 101

Professor: Dr. Gillian Lord Office: 170 Dauer Hall Phone: 352.273.3749 Email: glord@ufl.edu Office hours: M 1:30-3:00, W 9:30-11:00 Website: www.people.clas.ufl.edu/glord

or by appointment (NOTE: course will be administered via Canvas)

COURSE DESCRIPTION

The application of technology to the fields of language teaching learning adds an extra dimension to an already complex phenomenon. The goal of this seminar is to acquaint students with the theoretical and practical aspects of computer-assisted language learning (CALL), and to provide them with the skills needed to critically assess such uses. To do so, readings and activities focus on the connection between second language acquisition theories and the implementation of current multimedia technologies to support the development of a range of communicative competencies. COURSE OBJECTIVES

Students who successfully complete this seminar will: 1. critically examine the interface between pedagogy, SLA theory, and technology through discussion of

selected articles/readings; 2. become familiar with a range of CALL applications; 3. increase their knowledge and confidence in using technology in teaching/learning; 4. use and evaluate various technological tools in the context of foreign language education; 5. develop technology-enhanced activities to use in the classroom.

MATERIALS / READINGS

Readings consist of scholarly articles and book chapters, which will be made available in Canvas (http://elearning.ufl.edu). Students are responsible for accessing Canvas regularly, as announcements and other materials will be posted there throughout the semester. Refer to the Calendar section of this syllabus for information on which readings are assigned to which specific dates, and to the and Bibliography section for full citation information.

OJO: Most weeks we will have lecture/discussion of readings on Tuesdays, and guest visits and hands-on exploration on Thursdays. Therefore, on Thursdays please plan to bring a laptop or tablet so that you can fully participate in class!

EVALUATION

Course performance will be evaluated according to six components, each described below with its corresponding percentage.

In the field of CALL, coauthoring and collaboration are not only accepted, they are frequently the norm. With that in mind, some course assignments (marked with a ≈) can be carried out in PAIRS. Should you choose to collaborate, please be aware of the following:

Both partners are required to submit the same document(s) in Canvas, and the document should clearly indicate the names of both partners.

It is your responsibility to ensure that work is divided and carried out in an equitable fashion, because only one grade will be assigned to the project, regardless of who does what.

Class preparation = 10%

As with any seminar, the success of our class discussions and interactions depends in great part on your how well you are prepared for class. Therefore, your participation will be assessed in two situations:

Prior to classes in which we discuss scholarly readings (most Tuesdays), you must read the assigned articles and provide feedback following the “3-2-1 prompt” approach for each article. This approach asks you to respond with:

o 3 things you learned that you didn’t know before;

o 2 things you found interesting or note-worthy, and why;

o 1 question you still have about the topic/article.

These responses will be posted in the Canvas discussion board or using an external tool (usually one we explored the previous week); the corresponding Canvas assignment will always provide instructions regarding where to post. They will always be due by 9pm the day before the class session in which those articles will be discussed.

Prior to classes in which a guest will join us (virtually or in person, most Thursdays), you are expected to prepare questions for these guests, either based on articles we have read by them or based on what we know they have worked on. These can be questions about their studies or about their current research, suggestions for your own work, experiences in the profession, etc. The topics are virtually limitless, but what is crucial is that you create an opportunity to engage with them and their work. Questions or discussion topics are due in Canvas by 9pm on the Tuesday before the visit.

Class participation and engagement = 5%

Your willingness to engage with the material, your classmates, and with me during our class meeting times is crucial as well. Your engagement will be assessed throughout the semester, with biweekly grades posted in Canvas. Your engagement can be demonstrated in a variety of ways, including but not limited to:

− offering thoughts and reactions to readings − interacting with guest speakers − asking questions in or out of class − treating classmates, colleagues, professors with respect − visiting office hours − sharing additional readings or resources with classmates − offering assistance/guidance/advice

Note on attendance: In order to engage with the course material and your classmates, attendance and active participation are expected at all class sessions. Missing class is not allowed, except for absences that are deemed acceptable by UF policy. In order for absences to be excused, they must be justified, properly documented, and discussed with the professor in a timely manner.

Preparation10%

Engagement5%

Mini-projects (4)

30%

Article presentation

10%

Final exam15%

Final paper 30%

≈ Article presentation and discussion = 10%

In addition to the articles we read in class, you should be come familiar with other research in the field, both to hone your own searching/assessing skills as well as to help as you develop your final project idea. Accordingly, you will review articles (on a topic of your choosing) that have been published since 2015 in one of the four top-tier CALL journals (Language Learning and Technology; CALICO Journal; CALL Journal; ReCALL Journal) and select one for your presentation. All article selections must be approved by October 24th via Canvas assignment. You will present this article to the class in a ~20 min. presentation; your task is to effectively teach your classmates about the study or project reported there (since you will be the only one to have read that article), as well as to provide prompts and opportunity for class discussion about the topic. Students will be randomly assigned a date to present (November 5th, 12th or 14th). Mini-projects (4x7.5%) = 30%

Throughout the semester you will carry out 4 ‘mini-projects,’ designed as opportunities to allow you to connect theory and practice, as well as to personalize the material for yourself. The projects and their due dates are detailed below, as well as in their corresponding Canvas assignments.

1. Technology use log and reflection (due August 26, 11:59pm) Using the .xls template provided in Canvas, this project requires that you take note of and log all the ways in which you use technology over a three-day period. Then write a reflection on your technology usage and if anything surprised you (or didn’t), and why. In the reflection, consider factors such as total usage, types of tools/apps used, purposes for using technology, etc. The reflection should be about 250 words. Note: the complete project consists of both the log and the reflection files.

2. ≈ CALL-based lesson plan (due September 16, 11:59pm) For this mini-project you will submit a lesson plan for a 50-minute period that incorporates at least one technology-based tool (app, website, program, etc.) that is appropriately leveraged to help you and your students achieve the desired outcomes for the class. [In other words, the content goals for the lesson come first, and the tools used to achieve them come next. You should never plan a lesson around a tool simply because you want to use that tool!] For information on what should be included in a lesson plan, including possible templates, see https://www.algonquincollege.com/profres/lesson-planning/ or https://www.examples.com/business/college-lesson-plans.html. (Or use information/models provided in your FOL6943/SPN6940 classes.)

3. ≈ Technology review (due October 14, 11:59pm) Most CALL-related journals publish short (1,000-1,500 words) tech reviews, which are critiques of a technology (tool, site, app, etc.) used for teaching and learning. While the review briefly describe the technology and its functionality, the primary focus of a review is on its pedagogical application. For this mini-project you will write a review of one of the tools we have seen in class (either in an article we read or through our own hands-on experiences; if proposing a different tool you should seek my approval first), as if you were going to publish it. For guidance on how to write a review, see https://journals.gre.ac.uk/public/journals/3/authorGuidelines/Technology_Review_guidance.pdf {although you don’t need to worry about the bibliographic/formatting information they talk about}.

4. ≈ Textbook/Program comparison (due November 11, 11:59pm) This mini-project will allow you to explore one of the digital text programs referenced in course readings in more detail, and to provide a comparison with another textbook. Select either the Contraseña (beginning) or Acceso (intermediate) program and compare it to another textbook of the same level (e.g., McGraw-Hill’s Conéctate or Contextos, or any other textbook with which you are familiar). The project consists of two parts:

1) Create an infographic comparing at least 5 features of the programs. These features are not predetermined, but should be elements you choose to assess because you consider them important in a language program. The infographic can be created using any tool you like, although a number of templates are freely available online. See, for example: Canva (go to www.canva.com, search for “comparison chart” in templates); Visme

(https://visme.co/blog/comparison-infographic-templates/); or other basic text-based options: https://www.template.net/business/charts/comparison-chart-template/.

2) After comparing the programs, provide a summary (~250 words) of your assessment. If you were in charge of textbook adoptions for a program, which program would you recommend adopting, and why? [*OJO – my feelings will not be hurt – and your grade will not be affected – if you do not

recommend my program! I want you to be able to objectively assess the strengths and weaknesses of any materials, but also to be able to effectively compare programs in different mediums.]

Final exam =15%

Although final exams are not common in graduate seminars, the nature of this class makes a final synthesis/conclusion desirable, if not strictly necessary. We will collaboratively create the final exam materials in two steps.

First, you will review course readings, your classates’ 3-2-1 responses, and your notes and experiences to identify important concepts. You will add these to a group wiki page on Canvas to collectively create our review materials. Each student is required to contribute at least one key concept or topic, in addition to adding any information to topics posted by others. These posts must be completed prior to class time on Tuesday, November 19th and will constitute 30% of the final exam grade.

Second, during class on November 19th, you will work in pairs or small groups to develop one section of the exam (e.g., a group of questions related to each key concept). The sections that you develop will constitute an additional 30% of the exam grade. (There are several days in which we do not have class, in part to allow you time to study these questions and review course materials.)

The final exam will be administered during class on December 3rd, and will be based on the materials and questions you and your classmates created. Your performance on the exam itself will constitute the remaining 40% of the exam grade.

≈ Final project = 30%

For your final project you will develop a research project* that investigates some aspect of CALL. The project can take the form of a fully developed research proposal (without data) or a pilot project that you carry out with data and analysis [with IRB approval!]. Although the completed final paper is due December 10th (11:59pm, on Canvas), you will submit various components of the project in phases throughout the semester, in order to allow me to provide any necessary guidance along the way, and to ensure you do not wait until the last minute. These components will be submitted in Canvas on the dates indicated, and graded on complete/incomplete basis:

Research questions that will guide final project (due October 22nd, 11:59pm) [Class time on October 24th will be devoted to individual meetings with in order to review these questions. You will be able to sign up for a time the week prior.]

List of 5 possible articles to include in lit review for project, including bibliographic citation and a brief (2-4 sentence) summary of the article (due October 29th, 11:59pm)

Methodology outline of the participants, tasks, and procedures involved in the study (due November 14th, 11:59pm)

Note that failure to submit any of these components by the dates required will result in point deductions off of the grade assigned to the final project itself. * This final project should allow you to focus on whatever area is most interesting to you, whether that be research, instruction, or some other factor, or even some combination of those. Therefore, if you are not interested in research or publishing in CALL, we can discuss the possibility of developing an extensive pedagogical CALL project for the final project. If you would like to pursue this or other alternate projects, please speak with me ASAP so we can discuss the project and how it will be assessed.

CALENDAR

WEEK TOPIC TUESDAY THURSDAY

1 INTRODUCTION August 20 August 22

Introduction to class, syllabus

Optimal conditions for language learning

Chun, Kern, Smith (2016)

Lomicka, L. & Lord, G. (2019) (3-2-1 on Canvas)

2 DIGITAL LITERACIES/ WRITING August 27 August 29

Reinhardt & Thorne (2019)

Elola & Oskoz (2017) (3-2-1 on Canvas)

Guest: Ana Oskoz

Hands-on: Padlet

3 READING September 3 September 5

Thoms & Poole (2017)

Michelson & Dupuy (2018) (3-2-1 on Padlet)

Guest: Abby Broughton

Hands-on: Social reading tools

4 PRONUNCIATION September 10 September 12

Lord (2019)

Olson (2014) (3-2-1 in eMargin)

Guest: Dan Nickolai

Hands-on: iSpraak

5 SOCIAL NETWORKING September 17 September 19

Lomicka & Lord (2016)

Reinhardt (2018) (3-2-1 on Canvas)

Guest: Jon Reinhardt

Hands-on: edModo

6 INTERCULTURAL COMMUNICATION

September 24 September 26

Ivkovic & Lotherington (2009)

Ducate & Lomicka (2016) (3-2-1 on edModo)

Guest: Lara Ducate

Hands-on: Siftr

7 GAMING and MAKER CULTURE October 1 October 3

Sykes, Holden, & Knight (2019)

Howard, Dubreil, Staples & Yamagata-Lynch (2016)1

(3-2-1 on Canvas)

Guest: Julie Sykes

Hands-on: Kahoot and beacons

8 ONLINE TEACHING October 8 October 10

Hampel (2006)

Goertler (2019) (3-2-1 on Canvas)

Guest: Crystal Marull

Hands-on: Talk Abroad/LinguaMeeting

9 INDUSTRY PROGRAMS October 15 October 17

Rosell-Aguilar 2017

Lord 2016 (3-2-1 on VoiceThread)

Guest: Lori Lye

Hands-on: LingroToGo

10 (work on projects) October 22 October 24

NO CLASS 1-on-1 appointments to discuss projects

11 MATERIALS DESIGN October 29 October 31

Rossomondo (2012)

Lord & Rossomondo (2017) (3-2-1 on Canvas)

Guest: Amy Rossomondo

Hands-on: Acceso, Contraseña

12 STUDENT PRESENTATIONS November 5 November 7

Student article presentations

NO CLASS

13 November 12 November 14

Student article presentations

Student article presentations

14 REVIEW and FINAL EXAM November 19 November 21

Prepare/Review for exam

NO CLASS

15 November 26 November 28

NO CLASS

NO CLASS

16 December 3

In class final exam

BIBLIOGRAPHY of ARTICLES READ [listed here in alphabetical order; refer to calendar for assigned dates]

Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100, 64-80.

Ducate, L. & Lomicka, L. (2016). Using mobile devices and the LESCANT model to promote cultural awareness. In A. Palalas and M. Ally (Eds.), The International Handbook of Mobile Assisted Language Learning (pp. 222-259). Central China Radio and TV Press.

Elola, I., & Oskoz, A. (2017). Writing with 21st-century social tools in the FL classroom: New literacies, genres, and writing practices. Journal of Second Language Writing 36, 52–60.

Goertler, S. (2019). Normalizing online learning: Adapting to a changing world of language teaching. In N. Arnold & L. Ducate (Eds.), Engaging Language Learners Through CALL: From Theory and Research to Informed Practice. Bristol, CT: Equinox Publishers Ltd. (pp. 51-92).

Hampel, R. (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL, 18, 1, 105–121.

Howard, C., Dubreil, S., Staples, C., & Yamagata-Lynch, L. (2016). The App Farm: Engaging the design process as a means for French language learning. The International Journal of Designs for Learning 7, 3, 42-611.

Ivkovic, D. & Lotherington, H. (2009). Multilingualism in cyberspace: Conceptualising the virtual linguistic landscape. International Journal of Multilingualism 6, 1, 17-36.

Lomicka, L. & Lord, G. (2016). Social networking and language learning. In F. Farr & L. Murray (Eds.), The Handbook of Language Learning and Technology (pp. 255-268). London: Routledge.

Lomicka, L. & Lord, G. (2019). Reframing technology’s role in language teaching: A retrospective report. Annual Review of Applied Linguistics 2019 (1-16).

Lord, G. (2016). Rosetta Stone for language learning: An Exploratory study. International Association of Language Learning and Technology Journal 46, 1, 1-35.

Lord, G. (2019). “Incorporating technology into the teaching of Spanish pronunciation.” In R. Rao (Ed.), Key Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy (pp. 218-236). London: Routledge.

Michelson, K. & Dupuy, B. (2018). “Teacher learning under co-construction: Affordances of digital social annotated reading.” Alsic, 21, n.p.

Olson, D. (2014). “Benefits of visual feedback on segmental production in the L2 classroom.” Language, Learning and Technology 18, 3, 173-192.

Reinhardt, J. & Thorne, S. (2019). Digital literacies as emergent multifarious repertoires. In N. Arnold & L. Ducate (Eds.), Engaging Language Learners Through CALL: From Theory and Research to Informed Practice (pp. 208-239). Bristol, CT: Equinox Publishers Ltd.

Reinhardt, J. (2018). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching 52, 1, 1-39.

Rosell-Aguilar, F. (2017). State of the app: A taxonomy and framework for evaluating language learning mobile applications. CALICO Journal 34, 2, 243-258.

Rossomondo, A. & Lord, G. (2017). The world is not flat, so why are our textbooks? Digital Transformations for the Real Word Spanish Language Classroom. Hispania 100, 5, 251-258.

Rossomondo, A. (2012). Integrating foundational language and content study through new approaches to hybrid learning and teaching. In F. Rubio, J. J. Thoms, and S. Katz Bourns (Eds.), Hybrid language teaching and learning: Exploring theoretical, pedagogical and curricular issues. Cengage. pp. 219-238.

Sykes, J. M., Holden, C. L. & Knight, S. W. P. (2019). Communities: Exploring digital games and social networking. In N. Arnold & L. Ducate (Eds.), Engaging Language Learners Through CALL: From Theory and Research to Informed Practice (pp. 353-389). Bristol, CT: Equinox Publishers Ltd.

Thoms, J. J. & Poole, F. (2017). “Investigating linguistic, literary, and social affordances of L2 collaborative reading” Language Learning & Technology, 21, 2, 139 – 156.

1 These same authors have a similar but updated paper in press – if it becomes available online in time, we will replace this reading with that newer one.

Additional recommended readings and resources (not on Canvas site)

Arnold, N. & Ducate, L. (Eds.) (2019). Engaging language learners through call: From theory and research to informed practice. Bristol, CT: Equinox Publishers Ltd.

Blake, R. (2013). Brave new digital classroom: Technology and foreign language learning (2nd ed.) Washington, D.C.: Georgetown University Press. {*Note – the 3rd edition of this text will be available some time during 2019-2020!}

Chapelle, C. & Sauro, S. (Eds.) (2017). Handbook of technology and second language teaching and learning. Oxford, U.K.: Wiley-Blackwell.

Darvasi, P. “A video game’s epic-ish journey to a high school English class.” [blog posts – start with Prologue and follow story from there] http://www.ludiclearning.org/2014/03/05/gone-home-in-education/.

Farr, F. & Murray, L. (Eds.) (2016). Routledge handbook of language learning and technology. London: Routledge.

González-Lloret, M. (2016). A practical guide to integrating technology into task-based language teaching. Washington, D.C.: Georgetown University Press.

Reinhardt, J. (2019). Gameful second and foreign language teaching and learning: Theory, research and practice. Cham, Switerland: Palgrave Macmillan.

Smith, B. (2017). Technology in language learning: An overview. London: Routledge. UNIVERSITY POLICIES AND RESOURCES

Attendance and make-ups

Requirements for class attendance and make-up exams, assignments, and other work in this course are consistent with university policies that can be found in the online catalog at: https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx. Accommodations

Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation. For more information see http://www.dso.ufl.edu/drc. Course Evaluations

Students are expected to provide professional and respectful feedback on the quality of instruction in this course by completing course evaluations online via GatorEvals. Guidance on how to give feedback in a professional and respectful manner is available at https://gatorevals.aa.ufl.edu/students/. Students will be notified when the evaluation period opens, and can complete evaluations through the email they receive from GatorEvals, in their Canvas course menu under GatorEvals, or via https://ufl.bluera.com/ufl/. Summaries of course evaluation results are available to students at https://gatorevals.aa.ufl.edu/public-results/.” Academic Integrity

Suggested wording: “UF students are bound by The Honor Pledge which states, “We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honor and integrity by abiding by the Honor Code. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” The Honor Code (http://www.dso.ufl.edu/sccr/process/student-conduct-honorcode/) specifies a number of behaviors that are in violation of this code and the possible sanctions. Furthermore, you are obligated to report any condition that facilitates academic misconduct to appropriate personnel. If you have any questions or concerns, please consult with the instructor or TAs in this class.

Resources Available to Students

Health and Wellness

U Matter, We Care: umatter@ufl.edu; 392-1575

Counseling and Wellness Center: http://www.counseling.ufl.edu/cwc/Default.aspx; 392-1575

Sexual Assault Recovery Services (SARS): Student Health Care Center; 392-1161

University Police Department: http://www.police.ufl.edu/; 392-1111 (911 for emergencies) Academic Resources

E-learning technical support: Learningsupport@ufl.edu; https://lss.at.ufl.edu/help.shtml; 352-392-4357 (opt. 2)

Career Resource Center: Reitz Union; http://www.crc.ufl.edu/; 392-1601

Library Support: http://cms.uflib.ufl.edu/ask

Teaching Center: Broward Hall; 392-2010 or 392-6420

Writing Studio: 302 Tigert Hall; http://writing.ufl.edu/writing-studio/; 846-1138 Procedure for Conflict Resolution

Any classroom issues, disagreements or grade disputes should be discussed first between the instructor and the student. If the problem cannot be resolved, please contact the Graduate Coordinator. Be prepared to provide documentation of the problem, as well as all graded materials for the semester. Issues that cannot be resolved departmentally will be referred to the University Ombuds Office (http://www.ombuds.ufl.edu; 392-1308) or the Dean of Students Office (http://www.dso.ufl.edu; 392-1261). For further information refer to https://www.dso.ufl.edu/documents/UF_Complaints_policy.pdf (for residential classes) or http://www.distance.ufl.edu/student-complaintprocess (for online classes).