Transcript WELL – Web-Enhanced Language Learning
Web-Enhanced Language Learning
A Case Report of WELL for EFL Teachers
Li Ming June 3 2006 Beijing Foreign Studies University
Introduction
Moore ’ s Law: “ The number of transistors per silicon chip doubles each year.
” (Moore 1965) Digital data are transmitted in gigabytes online Applications enhance the processing of texts, graphics, audio and visual materials Great opportunities for EFL teachers in renovating the traditional teaching approach, thus enhancing language learning as a whole.
“ Educators, well aware of the potential of Web technology, have adopted it for creating new learning environments …” “ the rationale behind this creative endeavor is the expectation that unique features of the technology (e.g., powerful information manipulation tools and communication means) will substantially contribute to the teaching and learning processes.
” (Mioduser 2000)
Some Obstacles for Frontline EFL Teachers
Installation of hardware is relatively easy because of organizational investment in upgrading hardware facilities in all key universities. Acquisition of software is not as easy. • Software is expensive and is intangible.
• Maintenance of software is also more complicated than that of hardware.
• Professional software for courseware development is very expensive and need developers with high know-how to cultivate.
Focus of this research
As a result, development of professional EFL courseware can only be left to future or commercial organizations. This research tends to make the best use of the web development in order to enhance language teaching for frontline EFL teachers.
Web-based Vs. Web-enhanced
Web based learning is a kind of learning through electronic means. It as browser-equipped learners ” . (SearchWebService.com 2000) “ anywhere, any-time instruction delivered over the Internet or a corporate intranet to Web-enhanced language learning, different from web-based learning, focuses on how to make the best use of the new development in web technology in normal campus learning environment while avoiding heavy dependence on the technology and expertise.
Research Mode of WELL
“ the Internet has developed communication tools as well as information resources ” (Schwienhorst 2002) General Mode:
From the Web
(how to make full use of the resources)
To the Web
(how to make efficient use of the communication tools)
Methods
Subjects: 3 groups from 2004 to 2006.
Most had teaching experience besides a few. Year One: general pre-course survey on all students who participated in the programme. Picked out items related to WELL and adapted the 8-week course design accordingly. 8 weeks later, post-course evaluation.
Year Two & Three: course design was adapted based on general pre-course survey & post-course evaluation. Students ’ assignments and mini-projects were analyzed as the results of the research.
Procedure 1
The pre-course survey held by our administrative staff before the programme started aimed to collect two kinds of information: • a) students ’ basic IT skills, and • b) their pedagogical application of new technologies in previous teaching. Students were asked to tick on a four level scale range from the poorest 1 to the excellent 4.
Needs of Skills and knowledge related to WELL
Basic IT skills
• Software installation and setup • Network configuration • Surfing the internet • Reformatting of downloaded text • Editing of downloaded image • Audio recording and editing • Video recording and editing • Creating multimedia presentation • Homepage design
Pedagogical application of new technologies
Teach students methods and approach to evaluate information collected online Evaluate technical resources online that can be integrated into language teaching practice Provide opportunities for students to get useful technical resources Use communicative approach in web enhanced language learning Help students to make good use of information online Design and implement web-enhanced language learning project Help students to communicate effectively online Teach basic etiquettes and ethics online
Procedure 2
Based on needs analysis of the students and the current situation of EFL practices in China, an eight-week course with 2 hours per week was offered to the students, covering the following topics:
Assignments
Students were assigned to submit five assignments.
Screen Capture and Picture Edit -- Finding Articles and Images Audio Setup, Recording, and Editing – Finding and Editing Audio English Materials Video Setup, Recording, and Editing Suitable for EFL practice – Locating Video Materials and Making them Use Word Processor to write the rationale for the mini-project in 1000-1500 words Mini-project incorporating skills and knowledge learned throughout the programme
Procedure 3
Students were asked to give their opinions on the following aspects in the post-course evaluation.
General comments in five levels from poor to excellent
• The course as a whole • The course content • The instructor ’ s contribution to the course • The instructor ’ s effectiveness in teaching the subject matter
Specific comments in three levels: always, about half, and never
The instructor gave very clear explanations The instructor successfully rephrased explanations to clear up confusion Class sessions were interesting and engaging Class sessions were well organized Student participation was encouraged Students were aware of what was expected of them Extra help were readily available Evaluation of student performance was related to important course goals.
Hermeneutic phenomenological methodology “ This method … involves dialectically comparing the parts and the whole to capture the essence of an experience.
” (Anderson 2002) The analytic goal was to depict the real situation of the students ’ awareness of WELL. “ the bricolage in qualitative research produces sensations in its readers ’ viewers by decomposing their logic of representation and producing possibilities of alternative modes of existing; i.e., the transmutation of former concepts, ideas, and feelings.
” Telles (2000)
Approach of results analysis
We first compared results of students ’ mini-projects with their pre-course survey, and then compared results of their mini projects with their post-course evaluation. The results of the analysis then served as inputs for improvement in the second round and the third round of the course. Finally, we compared students ’ mini projects of the three groups as well as their post-course evaluation results.
Results
Pre-course surveys of the three groups showed that most students had some basic knowledge and skills to make appropriate use of computers and the Internet in their daily life and work.
Most of them were weak on how to install software properly, to surf the Internet efficiently, to reformulate materials from the web for effective EFL practices, to acquire audio-visual materials from the web, to integrate multimedia materials into effective presentations, to design impressive homepages, etc. All students were weak in pedagogical application of new technologies in their teaching experience. The course design was adapted each time in response to students ’ special demands, but was consistent in general.
Aspects dealt with in a WELL course
Students were introduced to basic IT skills and web knowledge (software installation, network configuration, web resources, surfing tips, etc.), techniques to acquire and edit EFL related materials (texts, images, audios, and videos) such as word processor (Word), image editor (Snagit), audio editor (CoolEdit), video editor (Camtasia Recorder, DivX505), and presentation tools (PowerPoint).
They were also introduced to knowledge and skills of communication applications such as offline email (Outlook), instant messenger (MSN); the communication environment of the web such as BBS, online chat room, online email, list group; and tools to create a EFL teaching and learning environment such as tools for homepage design (FrontPage), list group (Outlook), and BBS (Dvbbs).
Assignments of group 1
The results were not very satisfactory. Computers were outdated. Coordination with relevant parties was poor. Classroom arrangement, hardware and software, and the network were controlled by 3 different departments. Designated software cannot be properly installed for security reasons, and the network administrator refused to connect students ’ PCs to the Internet. Students were then assigned to work in groups of 4-5 members each to come up with a mini-project using their own computer and web resources.
Sample1 Sample2 Sample3 Sample4
5 group projects were submitted in the format of PowerPoint presentation. 4 had clear indicators of materials acquired from the web. All had image illustrations but one project ’ s was more like that of the background. 3 had audio illustrations and none included videos. Each presentation focused on introducing one topic and showed no sign of pedagogical concerns.
Assignments of group 2
The results were quite encouraging. After careful coordination with relevant parties, a new computer room with fast PCs was arranged for the course, designated software were pre-installed beforehand, and all students were allowed to access the Internet. Students were not allowed to access the computer room freely apart from class time.
Some planned topics had to be dropped. Most students submitted assignments as required covering aspects like “ Screen Capture and Picture Edit ” , “ Audio Setup, Recording and Editing ” , “ Video Setup, Recording and Editing ” , online comments on the course, and their mini-projects. For assignments regarding IT skills, they were in the format of “ process description illustrated with screen captures ” , something like illustrated technical instructions..
Sample1 Sample2 Sample3 Sample4
For the mini-projects, each student submitted a PowerPoint presentation. All 36 mini-projects had effective image illustrations, only 2 had no videos, and 11 provided no audio files. Some of the video and audio files provided by the students were obviously downloaded directly from the web without any editing, thus made the project package oversized. It showed that about 30% of the students did not know how to record and edit audio and video files. 17 projects had strong pedagogical inclinations, while others mainly focused on topics of interest themselves.
Assignments of group 3
The results were also quite encouraging. A special computer room with more than a dozen high-speed PCs was established for students of our center, so students had free access to these PCs whenever there were no classes. All PCs had access to the Internet via LAN.
All students submitted assignments as required covering aspects like “ Screen Capture and Picture Edit ” , “ Audio Setup, Recording and Editing ” , “ Video Setup, Recording and Editing ” , “ Rationale for the Mini-project ” , and their mini-projects. Assignments regarding IT skills were also presented in the format of “ process description illustrated with screen captures their respective projects. ” . For the project rationale, all students submitted a discussion of their mini-project in about 1,500 words, covering the rationale, project design, and significance of
Sample1 Sample2 Sample3 Sample4 Sample5 Sample6
The mini-projects submitted by the students were in the format of homepages. 6 groups to design 6 homepages: 1) Business English, 2) Computer English, 3) Listening, 4) Speaking, 5) Tennis English, and 6) Extensive Reading. Apart from “ Business English as illustrations. ” , all the other 5 homepages integrated audio and video files Some of the audio and video files were still not properly edited, and the size of all 6 projects exceeded 1,000 megabytes.
All of them took pedagogy into consideration.
Post-course evaluations
The post-course evaluations were all done in the last session by the administrative office to ensure fair results. 13 forms were collected from the group 1, 19 from group 2, and 25 (including 3 auditors) from group 3. Here is a summary of the results: (the left-side number indicates the group number; and the right-side number indicates the number of students making the selection)
In General
1. The course as a whole was: 2. The course content was: 3. The instructor 4. The instructor ’ ’ s contribution to the course was: s effectiveness in teaching the subject matter was:
Excel-lent
1-1/13 3-2/25 1-1/13 2-1/19 3-2/25 1-2/13 3-3/25 1-1/13 2-1/19 3-3/25
How frequently was each of the following a true description of this course?
5. The instructor gave very clear explanations.
Very good
1-2/13 2-7/19 3-4/25 1-4/13 2-6/19 3-6/25 1-4/13 2-5/19 3-2/25 1-2/13 2-4/19 3-1/25
Good
1-6/13 2-4/19 3-9/25 1-7/13 2-7/19 3-7/25 1-5/13 2-12/19 3-9/25 1-3/13 2-6/19 3-8/25 6. The instructor successfully rephrased explanations to clear up confusion.
7. Class sessions were interesting and engaging.
8. Class sessions were well organized.
9. Student participation was encouraged.
10. Students were aware of what was expected of them.
11. Extra help were readily available.
12. Evaluation of student performance was related to important course goals.
1-1/13 2-14/19 3-7/25 1-3/13 2-10/19 3-15/25 1-6/13 2-11/19 3-10/25 1-9/13 2-11/19 3-15/25 1-7/13 2-13/19 3-11/25 1-3/13 2-7/19 3-7/25
Fair
1-1/13 2-3/19 3-9/25 1-2/13 2-1/19 3-10/25 1-4/13 2-5/19 3-8/25
Always
1-2/13 2-12/19 3-10/25 1-4/13 2-10/19 3-13/25 2-6/19 3-7/25
Poor
1-1/13 2-1/19 3-3/25 2-2/19 3-1/25
Very Poor
1-1/13 2-1/19 3-1/25 1-1/13 2-2/19 3-4/25
About Half
1-11/13 2-7/19 3-15/25 1-9/13 2-9/19 3-12/25 1-12/13 2-11/19 3-15/25 1-12/13 2-4/19 3-17/25 1-10/13 2-6/19 3-9/25 1-7/13 2-6/19 3-13/25 1-4/13 2-8/19 3-10/25 1-6/13 2-6/19 3-13/25
Never
1-1/13 2-2/19 3-3/25 2-1/19 3-1/25 2-3/19 3-1/25 2-2/19 3-2/25 2-1/19
Results Analysis
Though there were differences between the 3 groups general. ’ results, they were fair and quit consistent in Around 60% of all students gave positive comments About 30% regarded it as fair Only about 10% held negative views about it.
If we take the three groups into consideration, it reveals some interesting points. ’ mini-projects Group 1, even though their projects were not satisfactory, around 70% of them regarded the course good as a whole. Group 2, their projects were quite satisfactory, but only a little more than 50% of them regarded the course good as a whole. Group 3, around 60% of the students regarded the course good as a whole, and their projects were also quite satisfactory. So we can see that the evaluation results could not serve as a reliable index to assess instructors ’ performance, at least not as reliable as what the results of students ’ performance can reveal.
Discussion
The results of this research has provided insight into finding appropriate means of language teaching and learning enhanced by the new web environment blessed on us. Comparison of data collected in three years, including analysis of target learners needs and wants, the changes of physical resources and the learning environment via means of pre-course questionnaires, post-course questionnaires, assignments, mini-projects, etc., we came up with some useful findings.
Findings
There have seen significant effects of the fast development in IT industry on web-related applications, which have given rise to new opportunities for EFL teaching and learning. Course design could make good use of the benefits blessed on us by the new web environment.
Implications for frontline EFL teachers
1) Frontline EFL teachers could get access to tons of authentic English materials directly from the web, hence able to design most up-to-date English courses; 2) with some basic IT skills, EFL teachers could easily get audio-visual materials, which are very beneficial for language classes, and edit them for suitable use in multimedia EFL courses; 3) by using both online and offline communication tools and systems, EFL teachers are able to extend the classroom to the web, hence enrich the environment of EFL teaching and learning, and bring better educational results.
Extend the classroom to the Web
Although this research has brought up some useful reflections on web-enhanced language learning environment, there were aspects that have not been investigated thoroughly. For example, the present research covered more of the “ from the web ” aspect, and discussed or practiced little on the “ to the web ” aspect.
Flexible after-class tutorial
The question of how to make effective use of communication tools and systems can help to broaden frontline EFL teachers flexibility and efficiency in ELT. e.g. by offering feedback to students can efficiently make their valuable from insights shared by repliers. ’ writing online at a flexible time, teachers comments reach more students rather than each individual; and by opening a thread discussing EFL issues in a BBS, both teachers and students can benefit
We do believe, further research into WELL will bring more benefits to frontline EFL teachers in the era of ever fast development of information technology.
The End!
From Web
Website • Articles
materials Create Own Teaching Materials • Tools: PowerPoint, Snagit, CoolEdit, Camtasia Recorder, DivX505 • Samples
To Web
E-mail System
BBS • Communication • Assignment : Sample1 Sample2 Create Own Teaching Environment • Tools: FrontPage, Outlook, Dvbbs • A Sample Website
Course Assignments
In Class Assignments
• Picture editing • Audio editing • Video editing
Project
• A website with individual contributions,
incorporating skills and knowledge acquired through this module as well as other modules. Each student is required to contribute at least a short courseware integrating Texts, Graphics, Audios, and Videos to the website.
• A project rationale in about 1500-2000 words.
All assignments should be submitted to the following address: http://202.205.1.2/bbs/forumdisplay.php?s=&foru mid=152 *Please start a thread with your name as the title and submit all your assignments under the thread.
The End!