Keyboarding: a Barrier to English?

How to support learners’

English and keyboarding skills

Eric Gondree, EFL Instructor, Konan University

Some thoughts to consider…

• What are some ways that English Language Learners (ELLs) produce output?

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• How do you use computers in your classes?

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• What are problems created by keyboard use?

About the presenter…

• MBA (Management Information Systems)
• SUNY Buffalo School of Management, 1999

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• M. Ed (TESOL)
• SUNY Buffalo Graduate School of Education, 2009

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• English Language Institute, SUNY Buffalo, New York
• 2007 – 2008

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• Study Abroad Program, Konan University, Kobe, Japan
• 2009 – present

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• Treasurer, Business English SIG, Japan Association of Language Teaching (JALT)
• 2009 – present

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About this presentation…

• My argument:
• There is a need for keyboarding skills among ELLs
• Keyboarding is sometimes a barrier to English
• Keyboarding exercises can enhance learning English

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• Presentation Overview:
• I. How is keyboarding relevant to English?
• II. The QWERTY keyboard: Problems?
• III. Before you start keyboarding: Planning?
• IV. Implementation: Exercises & Resources?

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Introduction

• Some student quotes:

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“It’s hard at first”

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“I made a lot of mistakes on [the] TOEFL from typing”

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“Not all of us [students] have experience using a keyboard”

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“For the TOEFL, it’s hard to type quickly enough”

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• My students: University-level students in a skills-based study-abroad preparatory program.
• Heavy emphasis on academic writing and TOEFL (iBT) preparation

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• Keyboarding is a source of frustration for some students. It adds a layer of discomfort and complexity.

“But my class isn’t a computer class!”

• Primarily, we wish to teach language
• How is keyboarding related to teaching English?

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• What problems do a lack of keyboarding skills create for ELLs?

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• What are the benefits of keyboarding skills?

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• How can we develop keyboarding skills without diluting English content or wasting class time?

Keyboarding is related to learning and using English because…

Keyboarding is a form of output

• Complementary skill for writing
• Necessary skill for many assignments

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Computer-based testing

• Internet-Based TOEFL (iBT): Input rate of approx 12 – 20 Words Per Minute (WPM)
• ETS prep literature encourages typing practice

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Computerization of work/society

• English: top language of the Internet *
• Students want prep for the real world (employers, etc.)
• Government & business functions increasingly moving online
• E-mail, social media, microblogging, etc. increasingly mainstream
• Internet access: a human right?
• Proposed at 2003 UN World Summit on the Information Society (Geneva)
• Already a human right in some countries (Spain, France, Finland, Estonia, Greece)

*http://www.internetworldstats.com/stats7.htm

A lack of keyboarding skills…

• ELLs are hindered in their studies
• It affects their ability to complete course-related tasks, projects and assignments. (Berens,1986; Chapelle,2003; Johnson & Brine,2000; Li & Cumming, 2001; van der Linden,1993)

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• ELLs may already have less comfort with the English alphabet, spelling, capitalization, etc.
• Fumbling can produce Errors (incl. spelling, punctuation, etc.)
• Time and energy wasted hunting for the right keys
• Time and energy spent on correcting typing mistakes
• Use of some keys (tab, caps lock, etc.) may be unfamiliar
• Some languages (Arabic, Urdu, Punjabi, etc.) type RTL

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• Are there consequences for the Affective Filter?

Benefits of keyboarding skills…

Some studies suggest younger people benefit from being introduced to keyboarding. (Hoot, 1986; McKay, 1998; Nieman, 1996; Owston & Wideman, 1997; Rogers, 2003)

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Young people who are introduced to touch-typing may enjoy improvements in:

• Language arts— reading, spelling, and writing ability
• Using computers— documents are neater
• Attitude towards writing— reduced frustration
• Integration of computer use with other subjects
• Preparation of ALL students for a technological society

(Rogers, 2003)

Where did QWERTY come from?

Christopher Latham Sholes invented the first practical typewriter in 1866…

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During fast typing, the keys often jammed.

So the QWERTY keyboard was designed…

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…to slow the rate of typing.

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(My students often assume the opposite!)

Some issues about the QWERTY keyboard:

QWERTY is the default standard keyboard for computers. It is awkward to learn, even for native English speakers

- Classic example of an arbitrary, long-lasting industry standard

- Many (but not all) non-English keyboard standards complement QWERTY.

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Using QWERTY, the left hand works more; most people (70%+) use the right hand. (Cassingham, 1986)

- Thousands of words can be typed by the left hand; only hundreds of words can be typed with the right hand

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About 30% of typing is done in the lower row, 52% is in the top row. (Cassingham, 1986)

- Some common letters are placed in inconvenient locations.

For example, on the “home” row:

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The right index finger is on the letter ‘j’ but…

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According to its Letter Frequency in English:

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e t a o i n s r h l d c u m f p g w y b v k x j q z

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… ‘j’ is one of the rarest letters! ↑

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Where are ELLs forced to start?

• Keyboarding requires both speed and accuracy
• Speed = Words per minute (WPM)
• Accuracy = Low number of errors

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• Without keyboarding skills, ELLs start with a slow ‘hunt and peck’ or ‘buffering’ method
• Must intuit their own keyboarding method
• Will they develop a well-formed keyboarding ability?

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• Beginners experience keyboarding frustration
• Implications for homework completion
• Implications for attitude towards study

How to plan your class to integrate keyboarding? Planning questions:

• What are your class objectives?
• Computer use should complement your class objectives!

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• Do your students have access to computers?
• What are your institution’s computer/Internet policies?
• Where are the computers?
• Can students use computers at home or elsewhere? (Is access a problem?)
• Do all of your students know how to use a computer? How well?

How to plan your class to integrate keyboarding? Tech questions:

• If your institution has a computer room…
• How many machines? (Enough for all?)
• Trouble to reserve the room?
• Mac or PC? Can you install new software?
• Is there Internet/printer access?
• Are the machines up-to-date & well-maintained?
• What’s the start-up time for the machines?
• Is troubleshooting available? Are “experts” on hand?
• Some of your students might be “experts” …But which ones?

How to plan your class to integrate keyboarding? Grading questions:

• How should you treat typed work?
• Will you require ALL assignments to be typed?
• What are the pros/cons?
• What format do you wish the homework to be in? How will you communicate the format? (Hand-outs?)

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• What is your policy towards e-mailed work?
• Can you accept it?
• Sometimes attachments do not open.
• Will you accept it?
• Only under special circumstances?
• Should you accept it?
• “The Internet ate my homework!”

Guidelines for keyboard practice:

• Using a QWERTY keyboard takes practice
• Practices must be regular and consistent
• Preferably, students should practice on their own!
• Practices should be relevant to class work
• Objectives: Improve Speed and Accuracy in ways that support EFL

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• Not all ELLs start at the same level. Early on…
• …try to find out students’ keyboarding skill levels

Keyboarding and spelling:

• Poor keyboarding leads to spelling and formatting problems; good keyboarding skills can improve documents (Rogers, 2003)

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• Explain that auto-correct and spell-checkers…
• …may not always catch the problem…
• i.e.: type ‘hat’ instead of ‘what’
• …and may not always give the correct answer
• i.e.: type ‘dimand’ but spell-checker suggests ‘diamond’

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• Your students should know this and proof-read documents for spelling!

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• Deactivate spell-checkers?

How to start keyboarding?

• Ask or survey students about their computer experience and comfort with a keyboard
• Administer typing skills test:
• http://www.typingtest.com
• http://typingpal.com/free-typing-test
• http://learn2type.com/TypingTest
• Explain and demonstrate the ‘home row’
• Right index finger on ‘J’, left on ‘F’ (Note bumps!)
• Have students type the alphabet, with spaces between the letters as a warm-up

Keyboarding exercises that complement teaching English #1

• Some possible exercises:
• Alphabetize: Give students a list of vocabulary words. Students will type them in alphabetical order
• Alphabet soup: Give students 2 minutes to type a random word beginning with each consecutive letter of the alphabet
• Number-listening: Read numbers (8, 9, 19, 126, etc.) Students will type-out the spelling of the numbers
• Apostrophe Practice: Give students words to type as contractions or possessive forms: (can’t, won’t, Li’s, etc.)
• Money Amounts: Read amounts of money aloud for students to type: ($1.75, $1,804.17, €6,179,422 etc.)
• Verb tenses: Give students a list of verbs, (eat, fall, etc.) Students will type past or present participle conjugations

Keyboarding exercises that complement teaching English #2

• More possible exercises:
• Capitalization/Punctuation: Give paragraph without capitalizations or punctuation. Students will re-type paragraph, adding necessary changes
• Capitalization/Periods: Have students type vocabulary words. Students will capitalize, add periods after each
• Fill-in the blank vocab (cloze): Provide a Word document with missing vocab. Students will add missing words based on context
• Transcription: Teacher will read a sample passage, students will type it. Reward speed and accuracy
• Columns: Make columns of vocab with the Tab key
• Ctrl-keys: Practice functions like cutting/pasting/etc.

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• For an extra challenge, use a cloth to cover learners’ fingers while typing!

English assignments that help practice keyboarding skills

• Letter-writing:
• Letters to celebrities, historical figures, relatives, etc.
• Second draft-writing:
• Write a first draft on paper in class; have students revise and type second draft for homework
• Practice E-mails:
• To bosses, coworkers, job applications, etc.
• E-mail pen-pals.
• Online journals or blogs, regularly updated:
• Easy to monitor
• Student online discussion forums:
• Provide grade incentives for forum participation

Online Typing Exercises

• Structured typing skills lessons:
• Note: These usually do not teach spelling, vocabulary, etc.
• PowerTyping:
• http://www.powertyping.com
• Typinglessons-online:
• http://www.typinglessons-online.com
• Pete’s Online Typing Course:
• http://www.typing-lessons.org
• Learn to type online:
• http://www.typeonline.co.uk/lesson1.html
• Includes skills lessons & copying practices
• NimbleFingers:
• http://www.nimblefingers.com

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Free Typing Games/Software

• Students want FUN keyboarding! Ideally, practice should be independent and self-motivated, promoting speed & accuracy
• Note: Games do not normally teach spelling, vocabulary , etc.
• Only Typing Games:
• http://www.onlytypinggames.com
• FreeTypingGame.net:
• http://www.freetypinggame.net
• Learning Games for Kids:
• http://www.learninggamesforkids.com/keyboarding_games.html
• Gamequarium:
• http://www.gamequarium.com/keyboarding.htm
• Typer-Shark
• http://games.yahoo.com/game/typer-shark
• List of Keyboarding Games:
• http://www.wacona.com/keyboardinggames/keyboardinggames.html
• List of Keyboarding Freeware:
• http://www.northcanton.sparcc.org/~technology/keyboarding/freeware.html

TOEFL iBT Simulations

• TOEFL iBT writing section requires input of about 12 – 20 wpm to have revision time at the end
• Integrated questions: (20 m, 150 – 250 words)
• Independent questions: (30 m, 300 – 350 words)
• The first time, the writing section can be a shock!

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• Practice keyboarding in simulated iBT conditions

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• Regular, timed practice is required. Start well in advance before students’ test date
• Make a routine: Regularly assemble students in a computer lab; provide sample iBT questions
• Use a word processor with a word count feature and TURN-OFF the spell-checkers
• Use a timer; record students’ word count at the end
• Grade for speed (wpm) and accuracy (number of errors).

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Conclusion:

• Keyboarding skills are important and beneficial skills for ELLs to develop

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• Keyboarding is sometimes a barrier for ELLs because it adds a layer of discomfort and complexity

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• Creative keyboarding exercises can be used to support the learning of English

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References

• Berens, G. L. (1986). Using word processing in the ESL composition class II. TESOL Newsletter, 20(6), 13.
• Cassingham, R. (1986). The Dvorak Keyboard. Boston: Freelance Communications.
• Chapelle, C. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Amsterdam: John Benjamins.
• Hoot, J. (1986). Keyboarding instruction in the early grades: Must or mistake? Childhood Education, 63(2), 95-101.
• Johnson, E. M., & Brine, J. W. (2000). Design and development of CALL courses in Japan. CALICO Journal, 17(2), 251-268.
• Li, J., & Cumming, A. (2001). Word processing and ESL writing: A longitudinal case study. International Journal of English Studies, 1, 127-152.
• McKay, M. (1998). Technology and language arts: Great support for every classroom! Book Report. 17(3), 33-36.
• Nieman, P. (1996, October) Introducing Early Keyboarding Skills. Business Education Forum. 27-30.
• Owston, R. & Wildeman, H. (1997). Word processors and children’s writing in a high- computer-access setting. Journal of Research on Computing in Education. 30(2), 202-216.
• Rogers, H. (2003). Elementary keyboarding issues. Retrieved June 10, 2011, from http://academics.uww.edu/cni/faculty/rogers.
• van der Linden, E. (1993). Does feedback enhance computer-assisted language learning? Computers and Education, 21(1/2), 61-65.

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Thanks for your participation!

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• Questions? Comments?