A. Effects on Student Motivation and Learning
Muehleisen (1997) states that computer use “provides a strong intrinsic
motivation” for students as they are still relatively new and exciting. Means and Olson
(1997) also report an increase in motivation levels when students are using computers
for educational tasks,
“For many students, the feeling of mastery, as well as the social recognition that
often accompanies such accomplishments, can truly make a difference in one’s
sese of efficacy as a learner.” (p.138)
Because this is a technological society, students are more likely to be motivated by
learning which involves computers.
Effects on student learning were also investigated by Kelm (1992) who found
that the use of synchronous communication increased participation, more open-ended
discussions, more candidness and honesty among participants, and more willingness of
students to express opinions. Warschauer, Turbee and Roberts (1996) also pointed out
that with computer mediated communication, students are given the independent
opportunity to use the language for authentic communication which results in
enthusiasm, initiative and commitment.
The reasons for such positive feelings among students could be due to the use of
the computer as a tool of learning. Computer use at this point is still a novelty for many
learners. Many students are enthusiastic about any learning that involves computers.
One has to wonder, however, if motivational levels will taper off as the novelty of
computer use wears off. In any case, the technology is still relatively new and
constantly changing and motivation should remain high as long as it continues.
B. Promoting Computer Skills
Perhaps one of the most obvious benefits to using computers in the second
language classroom is the opportunity that it provides to students for increasing their
technological knowledge. There seems to be three main methods for the teaching of
computers: as a separate course, as an add on for a course, and as an integrated
component of the subject area.
Means and Olson (1997) state that there is a “certain amount of overhead that
goes with learning to use any new technology.” They posit that this “overhead” -
keyboarding skills, opening and storing files, Internet searching, etc. - can best be
acquired if it is used across a number of classes rather than in a Computer Class.
According to Means and Olson,
“…when technology is used across a broad range of classes, many more students
find enjoyable uses for new technolgoy applications and feel confident about
their ability to learn them.” (p.xiii)
Studies by Warschauer (1995) and Warschauer (1996) have also shown that the
“best results are achieved when on-line activities are well integrated into the ongoing
structure of student assignments and interaction rather than included as an informal
add-on.” This further shows how computer use can be meaningful as students use them
for meaningful tasks, rather than in isolation.
C. Creative Presentation of Work
In recent years, students have become more involved in project work and the
presentation of that work. The Internet provides another means for “experiencing and
presenting creative works” (Singhal 1997). Students can create web pages which may
be published on the Internet or produce projects which they can e-mail to each other.
The opportunity to publish their own work to be viewed by other students, as well as
view other’s works is motivating in itself. Murphy (1997) states that in having her
students create web pages in a second language class, students became motivated to
work outside of class time and parents often remarked on how their child had become
more interested in their work.
D. Opportunities for collaboration and socialization of school tasks
Means and Olson (1997) found that the use of computer technology fosters more
collaborative approaches to learning. Students help each other in the use of the
technology, with teachers often reporting that “a collaborative ethic emerged that often
spilled over into non-technology-based activities” (Means and Olson 1997).
In addition, through the use of the Internet for communication, a social context is
developed as students interact and work on cooperative projects, increasing
“communication between students from all over the world, in turn leading to the
development of social skills”(Singhal 1997).
E. Development of higher order thinking skills
Second language learning, by its nature, requires the higher order thinking skills
of synthesis and analysis, for example, being able to see patterns in language and create
new ideas in order for students to communicate. The use of the Internet in the second
language classroom, therefore, also promotes these higher order skills. Students and
teachers move away from the lower order skills of rote recall and basic understanding,
which were in the traditional grammar translation types of classroom and towards
higher order thinking.
Singhal (1997) points out that when students use the Internet in order to search
for specific information, they have to use logic skills for the search. They must evaluate
and judge what they have found to determine what is useful. They must then use the
higher order skill of synthesis as they put together what they have found.
F. Constructivist methodologies
The constructivist theory is currently on the forefront in education (Marsh II,
Price, & McFadden, 1998). Although constructivism has numerous characteristics,
perhaps the most basic premise is that students construct knowledge based on their own
understandings and meanings of what they are working with.
El-Hindi (1998) also discusses this paradigm shift which has shaped a new
theory of learning. Students are no longer viewed as “empty vessels” into which
educators transmit knowledge. Rather, they are viewed as critical thinkers who can
actively construct their own knowledge. Within constructivism, the students become
more in control of their own learning. The teacher becomes a facilitator in the process.
Means and Olson (1997) suggest that technology use supports a constructivist
model of learning. Students have an active role in their learning as they choose the
information which is meaningful to them. El-Hindi(1998) examines some of the
dominant views of the constructivist methodology, and discusses how the Internet
supports this method. According to El-Hindi, the Internet opens up a whole new source
for students to gather information. There is less of a focus on the traditional view of the
teacher as the main knowledge source in the classroom. Students become more actively
involved in their own learning and less of passive recipients of information. The
Internet becomes the tool whereby students can become more interactive and more
involved in their own learning, thereby constructing their own knowledge.
Another point which El-Hindi (1998) makes is that constructivism “assumes that
learners are active and curious”. The Internet supports this curiosity and helps teachers
move towards constructivist environments by promoting learner centred classrooms.
Students have access to countless topics and are given the opportunity to use their
creative talents using the technology.
References
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