CONNECTING TEACHING AND RESEARCH IN THE TECHNOLOGY-ENHANCED L2 - - PowerPoint PPT Presentation

CONNECTING TEACHING AND RESEARCH IN THE TECHNOLOGY-ENHANCED L2 CLASSROOMS (INVITED PANEL DISCUSSION @ ALLT, APRIL 21ST)

Panelists: Richard Kern, Hui-chin Vicky Yeh, Yu-Ju Karey Lan, Shao-Ting Alan Hung Reviewed by: Satomi Fujii (Hokkaido University)

2018 International Conference on Applied Linguistics and Language Teaching (ALLT), National Taiwan University of Science and Technology, Taipei

1) Incorporating videoconferencing in the French classroom

• Dr. Richard Kern / UC Berkeley

• It is difficult to tell the difference with real communication

and Interaction online

• Ways of interaction, public space/ private space, shaping

language choices people use

• Berkeley and Lyon
• Videoconferencing
• Gestures are used often
• When you are looking in the Web Cam, you can look

straight at the speaker, while it is difficult to do so in an interpersonal communication

What’s important

• Technical reliability
• Voice quality
• Facial expressions and gestures
• Balance of structure and flexibility
• Viewing recorded interactions

Conclusions

• We need to consider behavior, language use, communication

strategies, etc in terms of the medium of interaction which includes physical, social, and virtual dimensions.

• But the contents of communication do not exist a priori
• Participants need to negotiate and constitute their communicative

context － temporal, spatial, material, social.

• This process of negotiation may be a heuristic for what happens in a

foreign culture, even in situation co-presense.

Yeh Hui-Chin National Yunlin University of Science and Technology

2) Nurturing EFL learners into multimodal material developers through making YouTube videos

In the past…

• EFL instruction has emphasized the enhancement
• f linguistic aspects of learning and has led to

fragmental productive and receptive skills.

• The paradigm shift from traditional literacy

practices to multiliteracies has attracted the attention of researchers

• Multi-literacies

(audio design, spatial designs, visual design, linguistic design)

Paradigm Shift

• Engage learners in using various modes to

convey their meanings

• Transform learners from knowledge consumers to

creators

• Research indicates that the means of multimodal

forms for students to consume and produce knowledge are largely propelled by the affordances of digital technology

• This study aimed to nurture EFL learners into

multimodal material developers through making YouTube videos

• EFL learners were asked to produce a YouTube

video employing multiple modalities for their projects.

Visual Aural Gestural Spatial Linguistic

MULTIMODAL

Conclusions

• The findings showed that the students learned

how to present their local culture in appropriate English

• They underwent several rounds of self-revision

with the global viewers in their mind

Conclusions

• This study also brings out pedagogical

implications for language teachers to create more

• pportunities for students

Yu-Ju Lan National Taiwan Normal University

3) Fostering student autonomy in English learning through creations in a virtual world

Always

• It is a challenge for L2 teachers to create an

authentic context to enhance their students’ L2 acquisition by involving them in such an immersive and meaningful learning environment.

• Thanks to technological advances, 3D virtual

environments provide learners with an authentic context in which users are able to experience social interaction via their avatars because of the 3Is of the 3D virtual worlds

What are the 3Is? Immersion, Interaction, and Imagination

However,

• The social and meaningful interaction is not

guaranteed to happen simply through having L2 learners immersed in a 3D virtual world.

• There should be carefully and innovatively

designed language tasks to successfully involve L2 learners in meaningful and social interactions.

However,

• Due to limited budget, human resources, user’s

age requirement, it is challenging to implement such learning in regular schools.

Build & Show

• Applications of building own virtual worlds
• Students make their own stories
• e.g.) theme=airport, creating their original airport

which are made by themselves, create their own stories

• funny conversations at the Hamburger shop
• characters move, talk in the 3D video

Build & Show

• The group of collaboration in Build & Show
• Two or more students working together building

study room and a dining room in a 3D virtual world

• The student-centered context being used in daily

English classes

• It is a good option for teachers to create their

content in 3D

• Teachers are too busy to create contents!
• Maybe students can do them for teachers!

Conclusion

• Build & Show is a medium for enhancing

students’ autonomy in learning.

• Allowing students to create the learning contexts

for their English classes seems a good way to enhance students’ autonomy in English learning.

• Students’ EFL performances were enhanced

through creating their own learning contexts.

Shao-Ting Alan Hung National Taiwan University of Science and Technology

4) Implementing an Augmented Reality project in an ESP classes

• 1. What is AR? AR=Augmented Reality
• Refers to “the dynamic overlaying of

contextually relevant digital information onto a real-world environment (Pegrum, 2014).”

• It offers users the ability to access placed-based

information in ways that are compellingly intuitive (Johnson et al., 2011).

• It’s like a QR code scanner, but the differences is

that it scans “pictures”.

• 1. What is AR?
• AR has been used in gaming for the general public

(e.g., Pokemon Go)

• AR has been used in education.
• Guided tour of campuses and museums

(Ho, Nelson, Mueller-Wittig, 2011)

• AR educational games have been created by

researchers and teachers for students (Thomas & Reinders, 2015)

• 2. Theoretical Framework

Technology- mediated Task- Based Language Teaching (TBLT) Situated Learning

What is Technology-mediated TBLT?

• New way of conceptualizing and operationalizing the

merger between technology and TBLT (Gonzalez-Lioret & Ortega, 2014)

• Brings learning ideas, contexts, and affordances to

language learning.

• Takes advantage of a new era of learners who are

comfortable with innovation and integrates language learning and new digital communicative, and multimedia literacies

• Under “learning by doing” (Gonzalez-Lioret, 2016)

Features

Primary focus on meaning Goal orientation Learner-centeredness Holism Reflective learning

• 2. Theoretical Framework: Situated Learning
• Situated learning (Johnson et al., 2012)

➢Students find connections between their lives

and their learning through the addition of a contextual layer

➢Real-world contexts can inspire greater and more

detailed target language use than a classroom environment (Thomas & Reinders, 2015)

• 2. Theoretical Framework: Situated Learning
• Guided tours of campuses or towns, treasure

hunts.

• Not only by researchers and teachers, but

students can also learn to create AR activities for their peers.

Problem Statement

• Many studies have investigated the effects of AR in

education.

✓Role AR plays in learning Math and Science

(Chiang, Yang, & Hwang, 2014; Sommerauer & Muller, 2014)

✓Cognitive load (Cheng, 2017; Hsu, 2017) ✓Motivation (Ferrer-Torregrosa et al., 2015) ✓Attitudes (Kucuk et al., 2014)

Problem Statement

• Few integrate AR into student-created projects

and examine students’ engagement as well as the cognitive and metacognitive skills

Purpose of the study

• 1. To investigate how EFL learners engage in

group projects that are based on AR technology

• 2. To explore what cognitive and metacognitive

skills they use to complete the AR projects

Research Questions

• 1. What cognitive and metacognitive skills do EFL

learners use when developing AR-based multimodal tours?

• 2. What is the relationship between cognitive/

metacognitive skills and student engagement in the development of the AR tours?

• 3. Method: The task
• Students work in groups and create augmented

tours, integrating various sources of information through AR technology.

• 3. Method: The task

➢Students worked in small groups of 4 and

created multimodal materials on popular tourism attractions in greater Taipei area.

➢Download the app, Aurasma to create their tours. ➢Each group chose a picture that represented the

• attraction. The picture was pasted on a map for

showcasing each group’s final product.

The multimodal materials will include:

• 1. Text

Each group wrote a description of 230 to 280 words for the tourist attraction.

• 2. Audio file

Each group read out aloud the text in an audio file.

• 3. Video clip

Each group produced a short video clip on the tourist

• attraction. (acted conversation that introduce them)

• 4. Preliminary Results
• Correlation between cognitive/ metacognitive

skills and student engagement

• 5. Discussion
• Most frequently used skills tend to be

metacognitive skills

① Assessing the content ② Planning the solutions ③ Progress-checking ④ Planning the content ⑤ Evaluating accuracy

• 5. Discussion
• Thus, corresponding to the features of

Technology-mediated TBLT:

① Focusing on meaning ② Goal-orientation ③ Reflective learning

Implications

• Enables students to integrate language learning

and new digital literacies

• AR can serve as a merger between technology

and TBLT

• Engagement promotes cognitive and

metacognitive skills: to make AR project effective, teachers should thus encourage judicious use of these skills