Marmara Elt Resources

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. Read the rest of this entry »

Computer-assisted language learning (CALL) originates from CAI (Computer-Assisted Instruction). The philosophy of CAI or CALL is that the lessons should allow the learners to learn on their own using structured and/or unstructured interactive lessons. These lessons carry 2 important features: bidirectional (interactive) learning and individualized learning. CALL is not a method. It is a tool that helps teachers to facilitate language learning process. CALL can be used to reinforce what has been learned in the classrooms. It can also be used as remedial to help learners with limited language proficience

Some people may call it a courseware, an educational computerized program. CALL is not a software in the sense that it is not an application program or a utility program. This basic definition will distinguish CALL from other software applications. Therefore, given the definition and features of CALL, word processing program, spreadsheet program, graphic presentation software such as PowerPoint, Internet (a general term) are not considered as CALL. Chat, e-mail, and forum cannot be categorized as CALL since they do not provide interactive learning materials and individualized learning. Interactive does not simply mean giving reaction to learners’ input. Interactive in CALL means feedbacks are given after learners’ inputs are assessed by the system to help learners improve their language competency, which may include language skills. In addition, interactive features in CALL ensure that learning process takes place when learners engage in the lessons. Well-programmed interactive CALL lessons will provide feedbacks in terms of scores, guidelines, and customized lessons that are suitable for individual learners to move on. The design of CALL lessons must take into considerations some language pedagogical principles which may be derived from learning theories (behaviorism, cognitive, and constructivism) and second language learning such as Krahshen’s Monitor Theory. Read the rest of this entry »

Teaching Culture and Civilization by Role-Play and Drama (written by Christina Nechifor )
In a computer-ruled world, with children and teenagers bewitched by the fair amount of and easily accessible information by means of and only ‘tool’, teaching culture and civilization, to both intensive and regular classes, has become a real challenge .
With me, it all started with Shakespeare (luckily present in the 9th grade syllabus) as a brick to build my defence against ‘the precious’ (though necessary) tool that had made youngsters a bit lazy and skeptical, as far as the written text - in general - and classic literature - in particular - are concerned . Before that , with Chaucer, the audio-cassette of “Past Into Present” by Roger Gower had done the job for me, stirring their interest and amazement at the sound of Middle English (as no one but a native speaker could have read and interpreted the old text better, to make it attractive to such a technically -oriented generation). We, then, worked with the text ,like puzzle, trying to identify , as in a competition, the words of French or Latin origin in the text .As a writing project of ‘ narrative essay’, I, then, stimulated them to write their own ‘frame story’ a more modern location (in time and place).
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Sociocultural aspects in FL education
Connected with the rise of qualitative research methodology in classroom-based research, there has been a manifest shift of emphasis on the importance of the students’ own contributions to their language learning through an active involvement. In current views of sociocultural learning, the process of knowledge construction is discussed with an emphasis on interaction between the participants. Lev Vygotsky (1978), an early precursor of the theory writing in the 1920/30s, emphasised social interaction as the basis for the development of higher-level mental activity of the individual. Through social, interpsychological action the individual is mediated to move to the individual, intrapsychological plane.
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