Research

= Research =

Ideally, teaching foreign language should include as much technology integration as possible. Digital content changes the learning process, allowing for greater levels of collaboration, inquiry, analysis and creativity. The goal of our lab is to increase contact with the language. Ideally, students would have the opportunity to travel abroad, but realistically many high school students learn languages in the confines of a classroom. Technology may provide a crucial avenue for contact with language. How the technology is used in the curriculum is crucial. Interactive and motivating lessons are crucial for the development of independent learners. Many second language learners have come to expect technology in the classroom because they see themselves as part of the “Net generation” (Tapscott, 1999). Reeves and Nass' research reinforces the notion that computers can make a significant contribution to the language learning process because the students themselves have the sense they are interacting with the computer in an authentic social manner. “For language learners to be successful, tasks should not be disconnected activities but integrated into a learning environment that tracks and analyzes their progress, offers help as needed, suggests and provides logical next steps, and gives appropriate feedback. An intelligent computer program, like a good teacher, should be able to treat students as distinct individuals, provide learner-specific guidance, and design a customized learning path.”

Project-Based Learning Non-English Web pages account for 45% of the postings on the Web. More importantly, the Web gives people around the world an opportunity to express their own voice and promote own ideas, which is why language students should be reading these Web pages. This sense of authenticity on the Web provides endless topics for cross-cultural analysis and discussions in a content-based classroom. The Web offers a huge variety of authentic language resources which would be perfect for classroom projects: a virtual trip to Peru, a guided bicycle trip to Santiago de Compostela, a wine guide for La Rioja, or images of the murals of Orozco, to name only a few examples for Spanish. Materials for other language can also be found, along with a growing number of Web-based courses and self-tests. Projects increase the depth of learning and provide a forum for a greater connection with the outside world. Additionally, two-way videoconferences heighten students' motivation, and improve communication and presentation skills. Collaborative Learning The advantages of online collaborative discussions over face-to-face exchanges have been well documented. Researchers frequently cite the computer's usefulness in learning and practicing a foreign language. Collaborative exchanges offer: (1) a text-based medium that amplifies students' attention to linguistic form (Warschauer 1997); (2) a stimulus for increased written language (Kern 1995); (3) a less stressful environment for practice (Chun 1998); (4) a more equitable and non-threatening forum for discussions, especially for women, minorities, and nonassertive personalities (Warschauer 1995 and 1997); and (5) possibilities for creating global learning networks (Swaffar 1998) Collaborative exchanges “seem to help all individuals in language classes engage more frequently, with greater confidence, and with greater enthusiasm in the communicative process than is characteristic for similar students in oral classrooms." Communication, both synchronous and asynchronous can influence language learning. Synchronous communications helps to develop fluency since communication happens in real time. On the other hand, asynchronous communication helps to develop higher order thinking skills since it allows writers to organize their thoughts before posting (Sharma & Barrett 2007). Career Planning Through video conferencing, students will problem solve, research independently, practice oral language and self-expression, and use video technologies. Through learning and practicing these 21st century skills, students become well-prepared for the workplace.  Differentiated Learning Digital learning can improve students' memory retention by appealing to a variety of different learning styles by including diverse media such as video and audio clips, graphics, animation, and other computer applications. Videoconferencing connects students to specialist and/or other students with the similar needs and learning styles. The visual connection and interaction among participants enhance understanding and allow students to feel connected to one another. That connection leaves a distinct impression on the students.

Bibliography __ CALICO Journal __ 17(1). 1999. Special Issue: Language Courseware Design. []

Chun, Dorothy. 1998. Using computer-assisted class discussion to facilitate the acquisition of interactive competence. In Swaffar et al., (eds.), 57-80.

Godwin-Jones, Robert. 2009. //Language Learning & Technology//. Emerging Technology, Focusing on Form: Tools and Strategies

Kern, Richard. 1995. Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. __Modern Language Journal__, 79: 457-476. Reeves, B., Nass, C. 1996. //__ The Media Equasion: How People Treat Computers, Televisions, And New Media Like Real People And Places __////__.__// University Press, Stanford, California. Sharma, Pete, Barrett, Barney. 2007. __ Blended Learning: Using technology in and beyond the language classroom __. Macmillan Publishers Limited, Oxford, England

Swaffar, Janet. 1998. Networking language learning: Introduction.

Tapscott, Don. 1999. __Growing Up Digital__. McGraw-Hill

Warschauer, M. 1995. Comparing face to face and electronic discussion in the second language classroom. __CALICO Journal__ 13(2&3): 7-26.

Warschauer, M. 1997. Computer-mediated collaborative learning. __Modern Language Journal__. 81(4): 470-481.