TOLD like it is! An Evaluation of an Integrated Oral Development Project.

David Barr; Jonathan Leakey; Alexandre Ranchoux

TOLD like it is! An Evaluation of an Integrated Oral Development Project.

David Barr, Jonathan Leakey, Alexandre Ranchoux

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Abstract

Much established pedagogical and CALL (computer-assisted language learning) researchadvocates an integrated constructivist approach to the use of technology in language learning. This paper reports on a pilot project delivered to first year undergraduate French students. The project aim was to deliver a blend of collaborative and individual learning through a combination of CALL programs and online activities alongside traditional face-to-face conversation classes. Using quantitative analysis of a pre- and posttest and a variety of questionnaires, this project assessed student progress in developing oral skills across two groups, one (the treatment group) using technology and the other (the comparison group) being a traditional conversation class. Each group covered the same content and underwent the same assessment procedures. In addition, through qualitative analysis measures, the project evaluated the role played by additional variables in the learning process, as well as student and staff reactions to the two approaches. The study concludes by showing that while progress was made by both groups, the progress made by those not using technology was significantly greater than that made by students using technology over a short-term study. It also highlights the need for developing pedagogy toensure that CALL-based teaching goes beyond rehearsal activity to achieve message-orientated communication.

Original language	English
Pages (from-to)	55-78
Journal	Language Learning and Technology
Volume	9
Issue number	3
Publication status	Published (in print/issue) - Sept 2005

Bibliographical note

Reference text: TellMeMore (Version 5) [Computer software]. Tempe, AZ: Auralog. Information is available at
http://www.auralog.com/en/tellmemore.html
Boullier, D. (2000). La loi du support: Leçons de trois ans d'enseignement numérique à distance [The golden rules of pedagogical support: lessons learned from 3 years of distance digital teaching]. Les cahiers numériques, 1(2), 145.
Burnage, G. (2001). Approaches to university network-based language learning. ReCALL, 13(2), 167-178.
Dodson, C. J. (1978). Bilingual education in Wales. Schools Council Committee for Wales, pp. 5-11.
Driscoll, M. P. (1994). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.
Felix, U. (2001). The Web's potential for language learning: The student's perspective. ReCALL, 13(1), 47-58.
Gillespie, J. H., & Barr, J. D. (2002). Resistance, reluctance and radicalism: A study of staff reaction to the adoption of CALL/C&IT in modern languages departments. ReCALL, 14(1), 120-132.
Gillespie, J. H., & McKee, J. (1999). Resistance to CALL: Degrees of student reluctance to use CALL and ICT. ReCALL, 11(1), 38-46.
Goodfellow, R., Jeffreys, I., Miles, T., & Shirra, T. (1996). Face-to-face language learning at a distance? A study of a videoconference try-out. ReCALL, 8(2), 5-16.
Hincks, R. (2003). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15(1), 3-20.
Hubbard, P. (2004, September). Some subject, treatment and data collection trends in current CALL research. In 11th International CALL Conference on CALL & Research Methodologies -- Proceedings. Antwerp, University of Antwerp, 165-166.
Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: Clarendon.
Levy, M. (2000). Scope, goals and methods in CALL research: Questions of coherence and autonomy. ReCALL, 12(2), 170 – 195.
Nunan, D. (1992). Research methods in language learning. Cambridge, England: Cambridge University Press.
Partee, M. (1996). Using e-mail, Web sites & newsgroups to enhance traditional classroom instruction. T.H.E. Journal, 23(11), 79 – 82.
Reeves, T. (1993). Pseudoscience in computer based instruction: The case of learner control research. Journal of Computer Based Instruction, 20(2), 39-46.
Ross, M. (1991). The CHILL factor (or computer hindered language learning). Language Learning Journal, 4, 65-66.
Salaberry, M. R. (1996). A theoretical foundation for the development of pedagogical tasks in computer mediated communication. CALICO Journal, 14(1), 5-36.
Schmitt, R. (1991). Methodological weaknesses with CAI research. Journal of Computer Based Instruction, 18(1), 75 – 76.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo: Logos International.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.

Keywords

computer-assisted language learning
oral skill
technology
quantitative research
qualitative research
action research

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http://llt.msu.edu/vol9num3/pdf/barr.pdf

Cite this

@article{8935d853b4db46baaa155da00c178b19,

title = "TOLD like it is! An Evaluation of an Integrated Oral Development Project.",

abstract = "Much established pedagogical and CALL (computer-assisted language learning) researchadvocates an integrated constructivist approach to the use of technology in language learning. This paper reports on a pilot project delivered to first year undergraduate French students. The project aim was to deliver a blend of collaborative and individual learning through a combination of CALL programs and online activities alongside traditional face-to-face conversation classes. Using quantitative analysis of a pre- and posttest and a variety of questionnaires, this project assessed student progress in developing oral skills across two groups, one (the treatment group) using technology and the other (the comparison group) being a traditional conversation class. Each group covered the same content and underwent the same assessment procedures. In addition, through qualitative analysis measures, the project evaluated the role played by additional variables in the learning process, as well as student and staff reactions to the two approaches. The study concludes by showing that while progress was made by both groups, the progress made by those not using technology was significantly greater than that made by students using technology over a short-term study. It also highlights the need for developing pedagogy toensure that CALL-based teaching goes beyond rehearsal activity to achieve message-orientated communication.",

keywords = "computer-assisted language learning, oral skill, technology, quantitative research, qualitative research, action research",

author = "David Barr and Jonathan Leakey and Alexandre Ranchoux",

note = "Reference text: TellMeMore (Version 5) [Computer software]. Tempe, AZ: Auralog. Information is available at http://www.auralog.com/en/tellmemore.html Boullier, D. (2000). La loi du support: Le{\c c}ons de trois ans d'enseignement num{\'e}rique {\`a} distance [The golden rules of pedagogical support: lessons learned from 3 years of distance digital teaching]. Les cahiers num{\'e}riques, 1(2), 145. Burnage, G. (2001). Approaches to university network-based language learning. ReCALL, 13(2), 167-178. Dodson, C. J. (1978). Bilingual education in Wales. Schools Council Committee for Wales, pp. 5-11. Driscoll, M. P. (1994). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon. Felix, U. (2001). The Web's potential for language learning: The student's perspective. ReCALL, 13(1), 47-58. Gillespie, J. H., & Barr, J. D. (2002). Resistance, reluctance and radicalism: A study of staff reaction to the adoption of CALL/C&IT in modern languages departments. ReCALL, 14(1), 120-132. Gillespie, J. H., & McKee, J. (1999). Resistance to CALL: Degrees of student reluctance to use CALL and ICT. ReCALL, 11(1), 38-46. Goodfellow, R., Jeffreys, I., Miles, T., & Shirra, T. (1996). Face-to-face language learning at a distance? A study of a videoconference try-out. ReCALL, 8(2), 5-16. Hincks, R. (2003). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15(1), 3-20. Hubbard, P. (2004, September). Some subject, treatment and data collection trends in current CALL research. In 11th International CALL Conference on CALL & Research Methodologies -- Proceedings. Antwerp, University of Antwerp, 165-166. Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: Clarendon. Levy, M. (2000). Scope, goals and methods in CALL research: Questions of coherence and autonomy. ReCALL, 12(2), 170 – 195. Nunan, D. (1992). Research methods in language learning. Cambridge, England: Cambridge University Press. Partee, M. (1996). Using e-mail, Web sites & newsgroups to enhance traditional classroom instruction. T.H.E. Journal, 23(11), 79 – 82. Reeves, T. (1993). Pseudoscience in computer based instruction: The case of learner control research. Journal of Computer Based Instruction, 20(2), 39-46. Ross, M. (1991). The CHILL factor (or computer hindered language learning). Language Learning Journal, 4, 65-66. Salaberry, M. R. (1996). A theoretical foundation for the development of pedagogical tasks in computer mediated communication. CALICO Journal, 14(1), 5-36. Schmitt, R. (1991). Methodological weaknesses with CAI research. Journal of Computer Based Instruction, 18(1), 75 – 76. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo: Logos International. Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.",

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N2 - Much established pedagogical and CALL (computer-assisted language learning) researchadvocates an integrated constructivist approach to the use of technology in language learning. This paper reports on a pilot project delivered to first year undergraduate French students. The project aim was to deliver a blend of collaborative and individual learning through a combination of CALL programs and online activities alongside traditional face-to-face conversation classes. Using quantitative analysis of a pre- and posttest and a variety of questionnaires, this project assessed student progress in developing oral skills across two groups, one (the treatment group) using technology and the other (the comparison group) being a traditional conversation class. Each group covered the same content and underwent the same assessment procedures. In addition, through qualitative analysis measures, the project evaluated the role played by additional variables in the learning process, as well as student and staff reactions to the two approaches. The study concludes by showing that while progress was made by both groups, the progress made by those not using technology was significantly greater than that made by students using technology over a short-term study. It also highlights the need for developing pedagogy toensure that CALL-based teaching goes beyond rehearsal activity to achieve message-orientated communication.

AB - Much established pedagogical and CALL (computer-assisted language learning) researchadvocates an integrated constructivist approach to the use of technology in language learning. This paper reports on a pilot project delivered to first year undergraduate French students. The project aim was to deliver a blend of collaborative and individual learning through a combination of CALL programs and online activities alongside traditional face-to-face conversation classes. Using quantitative analysis of a pre- and posttest and a variety of questionnaires, this project assessed student progress in developing oral skills across two groups, one (the treatment group) using technology and the other (the comparison group) being a traditional conversation class. Each group covered the same content and underwent the same assessment procedures. In addition, through qualitative analysis measures, the project evaluated the role played by additional variables in the learning process, as well as student and staff reactions to the two approaches. The study concludes by showing that while progress was made by both groups, the progress made by those not using technology was significantly greater than that made by students using technology over a short-term study. It also highlights the need for developing pedagogy toensure that CALL-based teaching goes beyond rehearsal activity to achieve message-orientated communication.

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KW - qualitative research

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JO - Language Learning and Technology

JF - Language Learning and Technology

IS - 3

ER -

TOLD like it is! An Evaluation of an Integrated Oral Development Project.

Abstract

Bibliographical note

Keywords

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Cite this