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 21 ST ) 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.

2) Nurturing EFL learners into multimodal material developers through making YouTube videos Yeh Hui-Chin National Yunlin University of Science and Technology

In the past… • EFL instruction has emphasized the enhancement of 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. Linguistic Visual Spatial Aural Gestural 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 opportunities for students

3) Fostering student autonomy in English learning through creations in a virtual world Yu-Ju Lan National Taiwan Normal University

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 ? I mmersion, I nteraction, and I magination

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.

4) Implementing an Augmented Reality project in an ESP classes Shao-Ting Alan Hung National Taiwan University of Science and Technology

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- Situated Based Language Learning Teaching (TBLT)

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