WEB-BASED CLASS PROJECTS FOR INTRODUCTORY LANGUAGE COURSES

WEB-BASED CLASS PROJECTS WEB-BASED CLASS PROJECTS FOR INTRODUCTORY LANGUAGE FOR INTRODUCTORY LANGUAGE

COURSESCOURSES

Clara Román-OdioClara Román-OdioKenyon CollegeKenyon CollegeGambier, OhioGambier, Ohio

With Technical Assistance from Ms. Barbara ThompsonWith Technical Assistance from Ms. Barbara Thompson

CALICO 2003: Collaborative CALLCALICO 2003: Collaborative CALLUniversity of Ottawa, CanadaUniversity of Ottawa, Canada

4 WEB-BASED CLASS PROJECTS4 WEB-BASED CLASS PROJECTS

OBJECTIVEOBJECTIVE

To present 4 web-based class projects aimed at To present 4 web-based class projects aimed at providing active practice of the vocabulary, grammar, providing active practice of the vocabulary, grammar, and real-life situations taught in an introductory Spanish and real-life situations taught in an introductory Spanish course.course.

OVERVIEWOVERVIEW

• CALL Research BackgroundCALL Research Background

• Experiences in Advanced CoursesExperiences in Advanced Courses

• Use of CALL in Introductory Language CoursesUse of CALL in Introductory Language Courses

• Design and ProceduresDesign and Procedures

• Grading CriteriaGrading Criteria

• ExamplesExamples

• ConclusionsConclusions

CALL RESEARCH CALL RESEARCH BACKGROUNDBACKGROUNDWHY CALL?WHY CALL?

CALL can substantially improve LA through:CALL can substantially improve LA through:

• the combination of aural input and text the combination of aural input and text

• captioningcaptioning

• highlightinghighlighting

• providing a cultural context for learningproviding a cultural context for learning

(Bell 1984, Borras 1994, Emerson & Mosteller 1998, Garza (Bell 1984, Borras 1994, Emerson & Mosteller 1998, Garza 1991, Leow 1995, Mann 1995)1991, Leow 1995, Mann 1995)

TWO CASE STUDIES TWO CASE STUDIES

• CD Dictation and Popular Music CD Dictation and Popular Music

• Presentation Software and Quality of SpeechPresentation Software and Quality of Speech

EXPERIENCES IN ADVANCED COURSESEXPERIENCES IN ADVANCED COURSES

CD DICTATION AND POPULAR MUSICCD DICTATION AND POPULAR MUSIC

OBJECTIVEOBJECTIVETo explore the potential To explore the potential benefits and drawbacks benefits and drawbacks of using music within aof using music within amultimedia environmentmultimedia environmentto support L A to support L A


Will the simultaneous presentation of spoken (songs) Will the simultaneous presentation of spoken (songs) and written (texts) language have an effect on listening and written (texts) language have an effect on listening and comprehension skills?and comprehension skills?

RESEARCH QUESTIONRESEARCH QUESTION


APPROACHAPPROACH

• Students received both traditional and multimedia-based instructionStudents received both traditional and multimedia-based instruction

during twelve 45-min. study periods.during twelve 45-min. study periods.

• During periods 1-4 students were exposed to songs only.During periods 1-4 students were exposed to songs only.

• During periods 5-12 students spend 40 min. per week working on CD During periods 5-12 students spend 40 min. per week working on CD

dictation.dictation.

• Differences between the pre and post observations were used to Differences between the pre and post observations were used to

assess the effect of the treatment. assess the effect of the treatment.


Overall Increasing Trend for Listening ScoresOverall Increasing Trend for Listening Scores

Figure 1: Scatterplot of Figure 1: Scatterplot of ListeningListening

1 2 3 4 5 6 7 8

3

4

5

6

7

8

9

Session

Lis

ten


Overall Increasing Trend for Comprehension ScoresOverall Increasing Trend for Comprehension Scores

Figure 2: Scatterplot of Figure 2: Scatterplot of ComprehensionComprehension

1 2 3 4 5 6 7 8

5

6

7

8

9

10

Session

Com

pre


• Simultaneous presentation of spoken and written language Simultaneous presentation of spoken and written language through CD dictation can substantially improve listening skills.through CD dictation can substantially improve listening skills.

• The evidence did not indicate an advantage for multimedia over The evidence did not indicate an advantage for multimedia over traditional instruction in terms of comprehension skills.traditional instruction in terms of comprehension skills.

• Students reported:Students reported:

CONCLUSIONSCONCLUSIONS

- dramatic improvement of listening skills- dramatic improvement of listening skills- residual learning- residual learning- greater reliance on music for language learning- greater reliance on music for language learning

To explore the potential benefits and drawbacks of To explore the potential benefits and drawbacks of using presentation software to support speech qualityusing presentation software to support speech quality

PRESENTATION SOFTWARE ANDPRESENTATION SOFTWARE AND QUALITY OF SPEECHQUALITY OF SPEECH

OBJECTIVEOBJECTIVE

PRESENTATION SOFTWARE ANDPRESENTATION SOFTWARE AND QUALITY OF SPEECH QUALITY OF SPEECH

RESEARCH QUESTIONRESEARCH QUESTION

Will the use of presentation software have an effect Will the use of presentation software have an effect on the quality of speech?on the quality of speech?


APPROACHAPPROACH

• research a topic of cultural interest; write 5 page long paperresearch a topic of cultural interest; write 5 page long paper

• create a 10 min. oral presentation (without notes) using either a create a 10 min. oral presentation (without notes) using either a presentation software or traditional visual aids. presentation software or traditional visual aids.

• received 50 min. of training and a handout on how to create power received 50 min. of training and a handout on how to create power point presentations.point presentations.

• Outcomes: Outcomes:

length, cohesion and organization of speech, syntax, range of length, cohesion and organization of speech, syntax, range of vocabulary, idiomatic usage and fluency vocabulary, idiomatic usage and fluency

(qualitative based on ACTFL Oral Proficiency Guidelines)(qualitative based on ACTFL Oral Proficiency Guidelines)


EXAMPLE # 1: LOS MAPUCHESEXAMPLE # 1: LOS MAPUCHES

INTRODUCTION

PANORAMA

LA POBLACION

LA HISTORIA

LA FAMILIA

LA RELIGION

BEATRIZ PICHI

LA ACTUALIDAD


EXAMPLE # 2: GARCIA LORCAEXAMPLE # 2: GARCIA LORCA

PRESENTATION SOFTWARE ANDPRESENTATION SOFTWARE AND QUALITY OF SPEECHQUALITY OF SPEECH

Presentation Software appears to:Presentation Software appears to:

•move attention away from formal aspects of the language to move attention away from formal aspects of the language to focus on conceptual thought, performance, and linking of ideasfocus on conceptual thought, performance, and linking of ideas

• increase the quality of speech and proficiency of delivery increase the quality of speech and proficiency of delivery through reliance on images and key pointsthrough reliance on images and key points

• improve students’ attitudes towards speech acquisitionimprove students’ attitudes towards speech acquisition


USE OF CALL IN INTRODUCTORY USE OF CALL IN INTRODUCTORY LANGUAGE COURSESLANGUAGE COURSES

How can educational technologies effectively How can educational technologies effectively advance my course goals at the introductory level?advance my course goals at the introductory level?

PRINCIPAL QUESTIONPRINCIPAL QUESTION

INTENSIVE INTRODUCTORY SPANISHINTENSIVE INTRODUCTORY SPANISH

• speaking skills by encouraging oral communication speaking skills by encouraging oral communication

• listening skills and the ability to ask and answer questionlistening skills and the ability to ask and answer question

• reading strategiesreading strategies

• cultural knowledge by focusing on individual countries, prominent cultural knowledge by focusing on individual countries, prominent figures, the arts, cuisine, politics, and historyfigures, the arts, cuisine, politics, and history

• active thematic vocabularyactive thematic vocabulary

• research skills using information technologyresearch skills using information technology

COURSE GOALS WERE TO DEVELOP:COURSE GOALS WERE TO DEVELOP:

SUBJECTS & INSTRUCTIONAL CONTEXT SUBJECTS & INSTRUCTIONAL CONTEXT

KEY POINTSKEY POINTS

• students ranged in age from 18 to 20 years old and were students ranged in age from 18 to 20 years old and were approximately balanced in terms of male/female mixapproximately balanced in terms of male/female mix

• students had virtually no previous experience in the languagestudents had virtually no previous experience in the language

• the course met 4 times per week with the principal instructor and 4 the course met 4 times per week with the principal instructor and 4 times per week with a student apprentice teacher to do quick-paced times per week with a student apprentice teacher to do quick-paced drills, structured conversations, and language gamesdrills, structured conversations, and language games

• as part of the course requirement, students were asked to create 4 as part of the course requirement, students were asked to create 4 web-based class project.web-based class project.


PROJECT OBJECTIVESPROJECT OBJECTIVES

• to provide active practice of vocabulary, grammar, and real-to provide active practice of vocabulary, grammar, and real-life situations introduced during the yearlife situations introduced during the year

• to engage students in individual creations involving finding to engage students in individual creations involving finding and selecting information, designing, and productionand selecting information, designing, and production

• researching specific aspects of Hispanic cultures by focusing researching specific aspects of Hispanic cultures by focusing on individual countries, prominent figures, the arts, politics, on individual countries, prominent figures, the arts, politics, cuisine and historycuisine and history

DESIGN AND PROCEDURESDESIGN AND PROCEDURES

Students were asked to work on 4 topics:Students were asked to work on 4 topics:

• a prominent Hispanic figure (targeting narration)a prominent Hispanic figure (targeting narration)

• the environment (targeting description)the environment (targeting description)

• a Hispanic restaurant (targeting commands)a Hispanic restaurant (targeting commands)

• a travel itinerary to a Latin American country (targeting a travel itinerary to a Latin American country (targeting past / present / future description and narration) past / present / future description and narration)



DESIGN AND PROCEDURESDESIGN AND PROCEDURES

For each topic each student:For each topic each student:

• found and selected information from the webfound and selected information from the web

• wrote a composition on the topicwrote a composition on the topic

• assembled illustrations and text on a posterassembled illustrations and text on a poster

• wrote 5 questions in a 3x5 index cardwrote 5 questions in a 3x5 index card

• created a 10 min. oral presentation (without notes)created a 10 min. oral presentation (without notes)

• interacted with classmate using index card questionsinteracted with classmate using index card questions

• quality and quantity of writing (i.e. correct spelling, grammar, quality and quantity of writing (i.e. correct spelling, grammar, syntax, word choice, creativity, and length)syntax, word choice, creativity, and length)

• quality and quantity of speech (including appropriate quality and quantity of speech (including appropriate pronunciation, fluency, grammar use, and vocabularypronunciation, fluency, grammar use, and vocabulary

• effectiveness of oral presentation (10 min. without notes)effectiveness of oral presentation (10 min. without notes)

• ability to ask and answer questionsability to ask and answer questions

• appropriate use of information technology appropriate use of information technology

GRADING CRITERIA GRADING CRITERIA



EXAMPLE # 1: A. N. CABEZA DE VACAEXAMPLE # 1: A. N. CABEZA DE VACA

4 WEB-BASED CLASS 4 WEB-BASED CLASS PROJECTSPROJECTS

EXAMPLE # 2: PABLO CASALSEXAMPLE # 2: PABLO CASALS

EXAMPLE # 3 : TRAVELING IN COSTA RICAEXAMPLE # 3 : TRAVELING IN COSTA RICA


EXAMPLE # 4: EATING AT A RESTAURANTEXAMPLE # 4: EATING AT A RESTAURANT



WEB EXPLORATIONS PROMOTEDWEB EXPLORATIONS PROMOTED

• the ability of students to read unedited prose in the target languagethe ability of students to read unedited prose in the target language

• the skill of thinking critically about an issue, summarizing key pointsthe skill of thinking critically about an issue, summarizing key points

• the ability to use speech spontaneously and creativelythe ability to use speech spontaneously and creatively

• cultural and multicultural awareness since students had an cultural and multicultural awareness since students had an opportunity to recognize how cultural artifacts and behaviors are opportunity to recognize how cultural artifacts and behaviors are read and interpreted differently by diverse peoples / countries read and interpreted differently by diverse peoples / countries


• Using the web in introductory language courses can immenselyUsing the web in introductory language courses can immenselyenhance learning possibilities.enhance learning possibilities.

• Students become active participants in the creation of individualStudents become active participants in the creation of individualresearch projects that transcend in depth and quality other typesresearch projects that transcend in depth and quality other typesof cultural explorations.of cultural explorations.

• Short and frequent web-based class projects create an opportunityShort and frequent web-based class projects create an opportunityfor students to take chances with the language. As language becomesfor students to take chances with the language. As language becomesa true vehicle of communication, content and language usage improve.a true vehicle of communication, content and language usage improve.

• The web can serve as a powerful vehicle to engage students in anThe web can serve as a powerful vehicle to engage students in anactive learning of the culture.active learning of the culture.

• Reliance on images and key points can increase the quality of speech Reliance on images and key points can increase the quality of speech and proficiency of delivery. and proficiency of delivery.


WEB-BASED CLASS PROJECTS FOR INTRODUCTORY LANGUAGE COURSES

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