Saturday, February 21, 2009
JALTCALL Presentation
JALTCALL Presentation
MACLEAN, George
Tsukuba University (JAPAN)
(with James Elwood)
Time: Saturday, 13:50 to 14:30 in Room 615
Anytime-Anywhere: Mobile Phone Applications for Modern Foreign Language Instruction
Mobile technologies such as electronic dictionaries, iPods, handheld game units, and especially cellular phones are a ubiquitous aspect of modern life. In an environment where financial resources are often strained to meet Information Technology (IT) needs, schools should actively examine and pilot educational applications of these mobile technologies, devices which students have purchased themselves and often are able to make powerful use of without any direction from their instructors. This paper will discuss recent developments in mobile learning, with reference to applications in use, potential applications, and studies to date. It will situate these applications within the context of existing pedagogical principles and. identify future issues and considerations surrounding the incorporation of mobile learning in education. The paper will also discuss efforts to incorporate a mobile program in existing English as a Foreign Language (EFL) curricula. It will explain the procedure for dispatching learning materials to students via mobile phone. Results thus far of a study using cellular phones as part the instruction of presentation skills as well as for convergent reading tasks will be presented. Finally, a survey of student perceptions of use of this technology will be presented.
MACLEAN, George
Tsukuba University (JAPAN)
(with James Elwood)
Time: Saturday, 13:50 to 14:30 in Room 615
Anytime-Anywhere: Mobile Phone Applications for Modern Foreign Language Instruction
Mobile technologies such as electronic dictionaries, iPods, handheld game units, and especially cellular phones are a ubiquitous aspect of modern life. In an environment where financial resources are often strained to meet Information Technology (IT) needs, schools should actively examine and pilot educational applications of these mobile technologies, devices which students have purchased themselves and often are able to make powerful use of without any direction from their instructors. This paper will discuss recent developments in mobile learning, with reference to applications in use, potential applications, and studies to date. It will situate these applications within the context of existing pedagogical principles and. identify future issues and considerations surrounding the incorporation of mobile learning in education. The paper will also discuss efforts to incorporate a mobile program in existing English as a Foreign Language (EFL) curricula. It will explain the procedure for dispatching learning materials to students via mobile phone. Results thus far of a study using cellular phones as part the instruction of presentation skills as well as for convergent reading tasks will be presented. Finally, a survey of student perceptions of use of this technology will be presented.
Dowling and Harland 2001
Dowling and Harland 2001
Critical Factors in the Effective Use of Technology
Critical Factors in the Effective Use of Technology
Laura J. Dowling and Darci J. Harland
Walden University
January 6, 2001
Critical Factors in the Effective Use of Technology
Critical Factors in the Effective Use of Technology
Laura J. Dowling and Darci J. Harland
Walden University
January 6, 2001
Friday, February 20, 2009
IATEFL Learning Technologies Sig - CALL Review: the SIG Newsletter
IATEFL Learning Technologies Sig - CALL Review: the SIG Newsletter
How can I contribute to the CALL Review?
The CALL Review is published three times a year, in spring, summer and autumn. Contributions should be sent to Pete Sharma the Newsletter Editor.
Content
Articles should be something between 800 and 3000 words (max). Please include a digital photo (if you would like to), biodata (as brief as possible), and a short abstract of the article to appear on the SIG Web site.
SMART - SMART Board interactive whiteboards
SMART - SMART Board interactive whiteboards
interactive whiteboard... UK 90%の子どもがこれで勉強してるって。
Interactive whiteboard - Wikipedia
interactive whiteboard... UK 90%の子どもがこれで勉強してるって。
Interactive whiteboard - Wikipedia
Mark Warschauer - Wikipedia, the free encyclopedia
Mark Warschauer - Wikipedia, the free encyclopedia
Mark Warschauer is a major scholar in the field of technology and learning. He is the author or editor of eight books and more than 100 scholarly papers on topics related to technology use for language and literacy development, education, and social inclusion.Sociocultural persopectives on CALL
Normalisation of CALL
Normalisation of CALL
March 2006 Volume 9, Number 4
Sophie Ioannou-Georgiou, Guest Editor
*Notes from Wireless Ready 2009 @Nagoya
*Refer to Bax
March 2006 Volume 9, Number 4
Sophie Ioannou-Georgiou, Guest Editor
*Notes from Wireless Ready 2009 @Nagoya
*Refer to Bax
Prensky - Digital Natives, Digital Immigrants - Part1.pdf (application/pdf Object)
Prensky - Digital Natives, Digital Immigrants - Part1.pdf (application/pdf Object)
Marc Prensky 2001
*Notes from Wireless Ready 2009 @Nagoya
Marc Prensky 2001
It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.cf. Gary Matteram
*Notes from Wireless Ready 2009 @Nagoya
Thursday, February 19, 2009
CELL PHONE VS COMPUTER ACCESS
TeruiNoguchiRobb.pdf (application/pdf Object)
CELL PHONE VS COMPUTER ACCESS FOR VOCABULARY STUDY:
A PRELIMINARY LOOK AT THE PREFERENCES OF JAPANESE STUDENTS
MASAKO TERUI
JUDY NOGUCHI
THOMAS ROBB
Wireless Ready 2008
CELL PHONE VS COMPUTER ACCESS FOR VOCABULARY STUDY:
A PRELIMINARY LOOK AT THE PREFERENCES OF JAPANESE STUDENTS
MASAKO TERUI
JUDY NOGUCHI
THOMAS ROBB
Wireless Ready 2008
ICT in Education Themes
UNESCO Bangkok: ICT in Education Themes
Notes from Wireless Ready 2009
In this section, you can browse through our five ICT in Education themes: policy, training of teachers, teaching and learning, non-formal education, and monitoring and measuring change
Notes from Wireless Ready 2009
101 Web 2.0 Teaching Tools | OEDb
101 Web 2.0 Teaching Tools | OEDb
- Aggregators
- Bookmark Managers
- Classroom Tools
- Collaboration
- Course Management
- Office Suites
- Office Tools
- Productivity
- Public Content Management (Blogs, etc.)
- Storage
Inclusive education
PDF: http://www.itd.cnr.it/download/inclusive_education.pdf
Since inclusion requires new approaches to teaching and learning (Lacey, 2006) as
well as the use of valuable, new, suitable and barrier-free tools it’s fundamental to give teachers appropriate advice and support to face this challenge.
The basic idea underpinning the two projects is, in fact, that the process of inclusion can be fostered by means of new technological tools: it requires, in turn, changes and modifications in educational contents, approaches, structures and strategies.
Teachers play a key role at these ends: innovation cannot cross the school's threshold without their deep and active involvement and the educational effectiveness of any technological means mainly depends on the choices they make (Moseley et al, 1999); in order to take a significant step forward, e-tools need to be carefully selected and their use needs to be appropriately planned and conceptually well integrated in mainstream activities.(p.9)
Tips for Rapid Instructional Design
Tips for Rapid Instructional Design
Copyright © 2007. Workshops by Thiagi, Inc. All rights reserved
URL: http://www.thiagi.com/rid.html
Revised: August 22, 2007
Copyright © 2007. Workshops by Thiagi, Inc. All rights reserved
URL: http://www.thiagi.com/rid.html
Revised: August 22, 2007
随時更新。要チェック。次のような項目別に紹介されている。Virtual というかSecond Life 系に比重があるっぽいかな。
- Can Training Games Really Teach? How to combine content and activities.
- Changing Roles. Don't treat learners as learners.
- Content Is Abundant. Design activities that incorporate existing content.
- Create Your Own Templates. Transform favorite presentations and activities into templates.
- Facilitative Training. Can you call yourself a facilitator?
- Games That Incorporate Participant Questions. Five games that use participant-generated question cards.
- How To Design a Course in Seven Days. This is how we did it.
- How To Evaluate Training Activities. Four sets of critical variables in training evaluation.
- How To Improve A Training Activity. A step-by-step approach to evaluating and improving training.
- How To Produce a Videotape in a Single Day. This is how we did it.
- It's the Activity, Stupid! Don't fall into the content trap
- Learning by Design. Less instructional design may result in more learning.
- Line 'em Up. Aligning objectives, activities, content, and test items
- More On Templates. Here's a list of activity-based templates.
- Open Questions. Do you think open questions are effective?
- Participants Generate Content. Let Time magazine's Person of the Year create your training content.
- Participants Generate Questions. Asking questions is a great way to learn.
- Practice and Review Games. Providing practice is more important than providing extra content.
- Reflect the Real World. Let your training reflect the job activities as close as possible.
- So Much to Cover. You must focus on uncovering rather than covering.
- 10 Characteristics of Authentic Activities. Does your training reflect the real world?
- The Second Sentence. Rapid and inexpensive approaches to design.
- The Third Sentence. Faster and cheaper is also more effective.
- Three Statements. If you can teach it, you can play it.
- Training Design Faster, Cheaper, Better. You can have all three.
- Untraining the Trainer. A different approach to training.
What Is Instructional Design?
What Is Instructional Design?
Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning.
- As a Process
- As a Discipline
- As a Science
- As Reality
5min
5min - Find the best how to, instructional and DIY videos – Life Videopedia
(misterduncun is trying it out?)
(misterduncun is trying it out?)
Wednesday, February 18, 2009
Use WiZiQ to Teach and Earn Online
WiZiQの Virtual Classroom の例。ふむ。
Use WiZiQ to Teach and Earn Online by Nidhi Sehgal
Get your own Virtual Classroom
Tuesday, February 17, 2009
MacBook、MacBook Pro：バッテリーが認識されない
MacBook、MacBook Pro：バッテリーが認識されない
解決方法
1. 電源を切り、バッテリーを取り外して取り付け直します。その後、同じ問題が再発するかどうかを確認します。
2. MagSafe 電源アダプタを接続 (接続していない場合) し、問題が解決したかどうかを確認します。
3. 問題が解決しない場合は、Mac OS X 10.4.9 アップデートを ダウンロードしてインストールします。
4. 問題が解決しない場合は、Battery Update 1.2 を ダウンロードしてインストールします。
とりあえず、ここまで試してみる
解決方法
1. 電源を切り、バッテリーを取り外して取り付け直します。その後、同じ問題が再発するかどうかを確認します。
2. MagSafe 電源アダプタを接続 (接続していない場合) し、問題が解決したかどうかを確認します。
3. 問題が解決しない場合は、Mac OS X 10.4.9 アップデートを ダウンロードしてインストールします。
4. 問題が解決しない場合は、Battery Update 1.2 を ダウンロードしてインストールします。
とりあえず、ここまで試してみる
Teacher Training Videos created by Russell Stannard
Teacher Training Videos created by Russell Stannard
Marcel recommends:
Marcel recommends:
Teacher Training Videos is exactly what the title suggests, a site full
of videos showing how to use technology for language teaching. It's a fantastic resource for tools and tips.
Monday, February 16, 2009
Teaching Context
Chptr11.pdf (application/pdf Object)
Chapter 11 — Teaching Contexts
Elsewhere in this handbook we have covered effective lecturing. Here, we present
other teaching contexts. While the dynamics of the student-instructor relationship
and the criteria used for improving it remain essentially the same as in traditional
situations, additional points should be considered.
• Teaching Strategies for Large Classes
• Teaching the Discussion Class
• Teaching in the Laboratory
(originally posted 1/16/09)
Chapter 11 — Teaching Contexts
Elsewhere in this handbook we have covered effective lecturing. Here, we present
other teaching contexts. While the dynamics of the student-instructor relationship
and the criteria used for improving it remain essentially the same as in traditional
situations, additional points should be considered.
• Teaching Strategies for Large Classes
• Teaching the Discussion Class
• Teaching in the Laboratory
(originally posted 1/16/09)
Sunday, February 15, 2009
9699.pdf (application/pdf Object)
9699.pdf (application/pdf Object)
Handbook of Research on Web 2.0 and Second Language Learning
Handbook of Research on Web 2.0 and Second Language Learning
Using Moodle: MoodleSpeex - voice record/upload tool (early version)
Using Moodle: MoodleSpeex - voice record/upload tool (early version)
MoodleSpeex & NanGong (not stable yet?)
MoodleSpeex & NanGong (not stable yet?)
Audio in Moodle
MoodleDocs
Audio modules & programs
Please see the complete list under See also. The information in this page maybe moved to their own pages in the future.
Using Audacity to Convert audio and Record voice
Audacity is free, open source software for recording and editing sounds. It is available for Mac OS X, Microsoft Windows, GNU/Linux, and other operating systems. Learn more about Audacity... Also check our Wiki and Forum for more information.
- Note: Audacity may not be suitable for encoding MP3s for use with Flash Player at the default sample rate settings. At lower bit rates, it uses sample rates that are not a multiple of 11.025 kHz and the resulting MP3 files may either play at an incorrect speed, the chipmunk effect, or not play at all. See the Audacity documentation on how to set the sample rates.
Features
- Record live audio.
- Convert tapes and records into digital recordings or CDs.
- Edit Ogg Vorbis, MP3, WAV or AIFF sound files.
- Cut, copy, splice or mix sounds together.
- Change the speed or pitch of a recording.
- And more! See the complete list of features
Audacity help and tutorials
MoodleDoc Links:
- Speech_tools
- MP3 player with many techniques for inserting sound.
- Portable recording devices
- Podcasting
Modules and Plugs at Moodle:
- Audio Recorder 1.1 (create MP3 audio files) can be found in Modules and Plugs for downloading and more information. 1.6 - 1.9 => More info & Downloading
- Audio Conference module can be found in Modules and Plugs for downloading and more information. 1.7
- Covcell Audio Recording Assignment Type can be found in Modules and Plugs for downloading and more information. 1.6 - onward?
- Covcell Audio-/Video Conferencing Tool can be found in Modules and Plugs for downloading and more information. 1.6 - onward?
- INWICAST Mediacenter can be found in Modules and Plugs for downloading and more information. 1.7 - onward?
- MoodleSpeex voice recording tool can be found in Modules and Plugs for downloading and more information. Perhaps for 1.7
- WiZiQ Live Class can be found in Modules and Plugs for downloading and more information. 1.7 - 1.9
- WiZiQ Live Class Block can be found in Modules and Plugs for downloading and more information. 1.7 - 1.9
- NanoGong is Open Source, may require code change of HTML editor
Freeware or almost:
- Gong integrates with Moodle (requires a Java server)
- SUPER - a Windows-only general media encoder that offers full control over media file parameters and supports all major audio and video file types.
- Amadeus Pro for both recording & editing; not freeware but close.
ScienceDirect - System : Autonomy and language learning in a simulated environment
ScienceDirect - System : Autonomy and language learning in a simulated environment
1999 Elsevier Science Ltd
Autonomy and language learning in a simulated environment
Garold L. Murray
1999 Elsevier Science Ltd
Autonomy and language learning in a simulated environment
Garold L. Murray
Wiley InterScience :: JOURNALS :: Language Learning
Wiley InterScience :: JOURNALS :: Language Learning
Writing
2003
First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge
Rob Schoonen, Amos van Gelderen, Kees de Glopper, Jan Hulstijn, Annegien Simis, Patrick Snellings & Marie Stevenson
Writing
2003
First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge
Rob Schoonen, Amos van Gelderen, Kees de Glopper, Jan Hulstijn, Annegien Simis, Patrick Snellings & Marie Stevenson
Current Developments in Second Language Reading Research
Vol_25_3.pdf(WILLIAM 1991)
TESOL QUARTERLY, Vol. 25, No. 3, Autumn 1991
Current Developments in Second Language Reading Research
WILLIAM GRABE
TESOL QUARTERLY, Vol. 25, No. 3, Autumn 1991
Current Developments in Second Language Reading Research
WILLIAM GRABE
Learning Styles & Strategies
read2.pdf (application/pdf Object)
2003
LANGUAGE LEARNING STYLES AND STRATEGIES: AN OVERVIEW
Rebecca L. Oxford, Ph.D.
2003
LANGUAGE LEARNING STYLES AND STRATEGIES: AN OVERVIEW
Rebecca L. Oxford, Ph.D.
LLT: PROCESSES AND OUTCOMES ..
LLT: PROCESSES AND OUTCOMES ..
Language Learning & Technology
Vol. 1, No. 1, July 1997, pp 82-93
PROCESSES AND OUTCOMES IN NETWORKED CLASSROOM INTERACTION: DEFINING THE RESEARCH AGENDA FOR L2 COMPUTER-ASSISTED CLASSROOM DISCUSSION
Lourdes Ortega
Language Learning & Technology
Vol. 1, No. 1, July 1997, pp 82-93
PROCESSES AND OUTCOMES IN NETWORKED CLASSROOM INTERACTION: DEFINING THE RESEARCH AGENDA FOR L2 COMPUTER-ASSISTED CLASSROOM DISCUSSION
Lourdes Ortega
ScienceDirect - System : Investigating Japanese learners' beliefs about language learning
ScienceDirect - System : Investigating Japanese learners' beliefs about language learning
Investigating Japanese learners' beliefs about language learning
K. Sakui
S. J. Gaies
コンタクトとる？
Investigating Japanese learners' beliefs about language learning
K. Sakui
S. J. Gaies
コンタクトとる？
Vol_19_3.pdf (application/pdf Object)
Vol_19_3.pdf (application/pdf Object)
TESOL QUARTERLY Vol. 19, No. 3, September 1985
TESOL QUARTERLY Vol. 19, No. 3, September 1985
lengua_ext_anto.pdf (application/pdf Object)
lengua_ext_anto.pdf (application/pdf Object)
Experiential language learning: second language learning as cooperative learner education
Viljo Kohomen (pp.45-64)
First Training Workshop on the 2006 Programmes of Study
Primera edición, 2006
Secretaría de Educación Pública, 2006
Argentina 28
Centro, C. P. 06020
México, D. F.
Experiential language learning: second language learning as cooperative learner education
Viljo Kohomen (pp.45-64)
First Training Workshop on the 2006 Programmes of Study
Primera edición, 2006
Secretaría de Educación Pública, 2006
Argentina 28
Centro, C. P. 06020
México, D. F.
0110_Anderson.pdf (application/pdf Object)
0110_Anderson.pdf (application/pdf Object)
The Role of Metacognition in Second Language Teaching and Learning
APRIL 2002
NEIL J. ANDERSON, BRIGHAM YOUNG UNIVERSITY
pdf available
The Role of Metacognition in Second Language Teaching and Learning
APRIL 2002
NEIL J. ANDERSON, BRIGHAM YOUNG UNIVERSITY
pdf available
ScienceDirect - System, Volume 23, Issue 2, Pages 149-282 (May 1995)
ScienceDirect - System, Volume 23, Issue 2, Pages 149-282 (May 1995)
Metacognition, Learner Autonomy
* ScienceDirect: Full text .... 買わないとダメ。
* Autonomy, Self-direction and Self Access in Language Teaching and Learning: The History of an Idea
----------------
Enhancing metacognition in self-directed language learning
System
Volume 23, Issue 2, May 1995, Pages 223-234
doi:10.1016/0346-251X(95)00010-H
Mia Victoria and Walter Lockhartb
a Autonomous University of Barcelona, Departmento de Filologia Anglogermánica, Spain
b Lockhart College, Pamplona, Spain
Available online 20 January 2000.
Abstract
In recent years, learner training has been undertaken in many programmes aiming to achieve learners' autonomy. Quite often, however, this training has only focused on the teaching of tactics and strategies, overlooking other important factors such as students' attitude towards autonomy, beliefs and expectations about language learning and teaching, personal needs and objectives, learning styles and self-evaluation. One of the premises of any self-directed programme, we believe, should be that of enhancing students' metacognition to prepare them for approaching their own learning autonomy. Such a programme should involve cyclic diagnosis of learners' beliefs about language learning, preferred styles, learning needs and objectives in order to endow the learners with criteria for choosing optimum strategies, resources and activities for their individualized programmes. The purpose of this paper is, therefore, to highlight the unifying role of metacognition in all levels of learner training. This paper describes an application of this principle including two examples in which the counsellors have made extensive use of this principle. Finally, we suggest some resulting pedagogical implications and several areas for future directions.
Article Outline
• References
-----Related Articles--------
Teacher off: Computer technology, guidance and self-access
Lew Barnett
ESADE, Barcelona, Spain
System, Volume 21, Issue 3, August 1993, Pages 295-304
Abstract
Self-access in general, and computer applications in particular, can easily fall into the traps of either leaving learners too much alone, overwhelmed by information and resources, or directing them too much by transferring lockstep classroom methods to organization systems and programs. Neither alternative is desirable, for learners cannot be autonomous unless they have the ability to make meaningful choices. This paper focuses on three aspects of computer technology which allow learners to develop both cognitive and metagognitive skills that facilitate their autonomy. The first area has to do with database organization of materials in a self-access facility; this alternative offers multiple entry points for users. The second area is computer-assisted language learning and the importance of incorporating learner training elements in order to make it less directive. The last aspect is the use of menus to organize computer programs and files. In each case arguments are made to move self-access learning away from traditional applications in order for the technology to neither control nor ignore the learner. The aim is for technology to play the important role of guide.
--------------------
Learner training in context: A knowledge-based approach
System, Volume 23, Issue 2, May 1995, Pages 183-194
Anita L. Wenden
Abstract
Learner training has typically focused primarily on the strategies for self-directed learning, i.e. planning, monitoring and evaluating, or on cognitive strategies. Scant attention has been paid to knowledge about cognition, specifically “task knowledge”, i.e. knowledge about the nature and purpose of the task that is the focus of student learning. This paper will define and illustrate the various components of task knowledge and attempt to show the functional relationship between task knowledge and autonomous learning. It argues for an approach to learner training that is (task) knowledge based.
Develop3ing autonomy in a distance language learning context: issues and dilemmas for course writers
System, Volume 29, Issue 3, September 2001, Pages 341-355
Stella Hurd, Tita Beaven, Ane Ortega
Abstract
The relationship between autonomy and the teaching and learning of languages at a distance is complex. On the one hand, in order to complete successfully a distance learning programme, learners need to develop a series of strategies and skills that will enable them to work individually. At the same time, distance learning programmes have a clear structure in which the amount, rate and content of the learning programme is determined by the course writers, and not by the student. If autonomy is about the learner being ‘able to make significant decisions about what is to be learned, as well as how and when to do it’ (Van Lier, L., 1996. Interaction in the Language Curriculum, Awareness, Autonomy and Authenticity. Longman, London and New York, pp. 12–13), then it would seem to be incompatible with distance learning. This paper investigates the notion of autonomy in relation to distance language learning, and examines the skills and strategies needed by those learning at a distance in order to achieve successful outcomes. It explores in particular the dilemma posed by the highly structured nature of Open University language courses and the need for learners to develop autonomous approaches. Using examples from the Spanish Diploma, it outlines ways in which autonomy can nevertheless be effectively promoted through careful attention to materials design.
----------------
Supporting independent learning environments: An analys of structures and roles of language learning advisers
System, Volume 35, Issue 1, March 2007, Pages 66-92
Marina Mozzon-McPherson
Abstract
This article examines the contribution of language learning advisers to the creation of synergy in specific learning spaces and considers advisers’ roles in relation to the development of successful learner self-management (LSM).
Starting with an historical overview of the evolution of the self-access centre at the University of Hull, the article analyses the profile of learners, their needs, attitudes and uses of the language advisory service. It discusses the inter-relation between the advisers and the Department of Modern Languages’ teaching portfolio and different services within the University. In particular, it focuses on the crucial role of advisers, and examines their tools and activities, their self-evaluation and professional development mechanisms. Subsequently their practice is evaluated in relation to current research in advising.
The author concludes by presenting specific studies undertaken at the University of Hull (UK) and suggests opportunities for further collaborative research and development.
---------------
Expectations and emergent beliefs of self-instructed language learners
System, Volume 27, Issue 4, December 1999, Pages 443-457
Cynthia White
Abstract
This article reports on findings from a longitudinal study tracking the expectations, shifts in expectations and emergent beliefs of ‘novice’ self-instructed language learners. An iterative data collection cycle was used through five phases to investigate how the learners experienced and articulated their experience of a solo distance language learning context. The discussion here focuses on the learner-context interface, tolerance of ambiguity and locus of control; these constructs emerged from the reports as central to an understanding of how learners conceptualised the initial stages of the process of self-instructed language learning.
---------------
Metacognition, Learner Autonomy
* ScienceDirect: Full text .... 買わないとダメ。
* Autonomy, Self-direction and Self Access in Language Teaching and Learning: The History of an Idea
----------------
Enhancing metacognition in self-directed language learning
System
Volume 23, Issue 2, May 1995, Pages 223-234
doi:10.1016/0346-251X(95)00010-H
Mia Victoria and Walter Lockhartb
a Autonomous University of Barcelona, Departmento de Filologia Anglogermánica, Spain
b Lockhart College, Pamplona, Spain
Available online 20 January 2000.
Abstract
In recent years, learner training has been undertaken in many programmes aiming to achieve learners' autonomy. Quite often, however, this training has only focused on the teaching of tactics and strategies, overlooking other important factors such as students' attitude towards autonomy, beliefs and expectations about language learning and teaching, personal needs and objectives, learning styles and self-evaluation. One of the premises of any self-directed programme, we believe, should be that of enhancing students' metacognition to prepare them for approaching their own learning autonomy. Such a programme should involve cyclic diagnosis of learners' beliefs about language learning, preferred styles, learning needs and objectives in order to endow the learners with criteria for choosing optimum strategies, resources and activities for their individualized programmes. The purpose of this paper is, therefore, to highlight the unifying role of metacognition in all levels of learner training. This paper describes an application of this principle including two examples in which the counsellors have made extensive use of this principle. Finally, we suggest some resulting pedagogical implications and several areas for future directions.
Article Outline
• References
-----Related Articles--------
Teacher off: Computer technology, guidance and self-access
Lew Barnett
ESADE, Barcelona, Spain
System, Volume 21, Issue 3, August 1993, Pages 295-304
Abstract
Self-access in general, and computer applications in particular, can easily fall into the traps of either leaving learners too much alone, overwhelmed by information and resources, or directing them too much by transferring lockstep classroom methods to organization systems and programs. Neither alternative is desirable, for learners cannot be autonomous unless they have the ability to make meaningful choices. This paper focuses on three aspects of computer technology which allow learners to develop both cognitive and metagognitive skills that facilitate their autonomy. The first area has to do with database organization of materials in a self-access facility; this alternative offers multiple entry points for users. The second area is computer-assisted language learning and the importance of incorporating learner training elements in order to make it less directive. The last aspect is the use of menus to organize computer programs and files. In each case arguments are made to move self-access learning away from traditional applications in order for the technology to neither control nor ignore the learner. The aim is for technology to play the important role of guide.
--------------------
Learner training in context: A knowledge-based approach
System, Volume 23, Issue 2, May 1995, Pages 183-194
Anita L. Wenden
Abstract
Learner training has typically focused primarily on the strategies for self-directed learning, i.e. planning, monitoring and evaluating, or on cognitive strategies. Scant attention has been paid to knowledge about cognition, specifically “task knowledge”, i.e. knowledge about the nature and purpose of the task that is the focus of student learning. This paper will define and illustrate the various components of task knowledge and attempt to show the functional relationship between task knowledge and autonomous learning. It argues for an approach to learner training that is (task) knowledge based.
Develop3ing autonomy in a distance language learning context: issues and dilemmas for course writers
System, Volume 29, Issue 3, September 2001, Pages 341-355
Stella Hurd, Tita Beaven, Ane Ortega
Abstract
The relationship between autonomy and the teaching and learning of languages at a distance is complex. On the one hand, in order to complete successfully a distance learning programme, learners need to develop a series of strategies and skills that will enable them to work individually. At the same time, distance learning programmes have a clear structure in which the amount, rate and content of the learning programme is determined by the course writers, and not by the student. If autonomy is about the learner being ‘able to make significant decisions about what is to be learned, as well as how and when to do it’ (Van Lier, L., 1996. Interaction in the Language Curriculum, Awareness, Autonomy and Authenticity. Longman, London and New York, pp. 12–13), then it would seem to be incompatible with distance learning. This paper investigates the notion of autonomy in relation to distance language learning, and examines the skills and strategies needed by those learning at a distance in order to achieve successful outcomes. It explores in particular the dilemma posed by the highly structured nature of Open University language courses and the need for learners to develop autonomous approaches. Using examples from the Spanish Diploma, it outlines ways in which autonomy can nevertheless be effectively promoted through careful attention to materials design.
----------------
Supporting independent learning environments: An analys of structures and roles of language learning advisers
System, Volume 35, Issue 1, March 2007, Pages 66-92
Marina Mozzon-McPherson
Abstract
This article examines the contribution of language learning advisers to the creation of synergy in specific learning spaces and considers advisers’ roles in relation to the development of successful learner self-management (LSM).
Starting with an historical overview of the evolution of the self-access centre at the University of Hull, the article analyses the profile of learners, their needs, attitudes and uses of the language advisory service. It discusses the inter-relation between the advisers and the Department of Modern Languages’ teaching portfolio and different services within the University. In particular, it focuses on the crucial role of advisers, and examines their tools and activities, their self-evaluation and professional development mechanisms. Subsequently their practice is evaluated in relation to current research in advising.
The author concludes by presenting specific studies undertaken at the University of Hull (UK) and suggests opportunities for further collaborative research and development.
---------------
Expectations and emergent beliefs of self-instructed language learners
System, Volume 27, Issue 4, December 1999, Pages 443-457
Cynthia White
Abstract
This article reports on findings from a longitudinal study tracking the expectations, shifts in expectations and emergent beliefs of ‘novice’ self-instructed language learners. An iterative data collection cycle was used through five phases to investigate how the learners experienced and articulated their experience of a solo distance language learning context. The discussion here focuses on the learner-context interface, tolerance of ambiguity and locus of control; these constructs emerged from the reports as central to an understanding of how learners conceptualised the initial stages of the process of self-instructed language learning.
---------------
Subscribe to:
Posts (Atom)