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TRG 7�

Computer Assisted Language Learning (CALL)

Date

Presenter(s)

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Rachel Hawkes

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Updates, Sharing and Feedback

David Shanks

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Rachel Hawkes

You are encouraged to set aside time for updates, good practice sharing and feedback in TRGs. Aim to pull together the different strands of your collaborative work to date.

Some lead schools have shared videos of good practice seen on their visits to Hub schools to excellent effect. Equally, STs describing good things you have seen on observations or strategies/resources that have worked for you in your lessons is also recommended. You may consider asking someone from a hub school to be ready to present briefly on their NCELP-informed classroom practice as lead schools did at residential 2. Alternatively, quick contributions from all hub schools could be a useful format.

Equally, you can gauge and note any emerging challenges for feedback to NCELP. Do focus on the successes of which there are many – particularly to set the tone at the beginning of your session!

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What links the following?

Image attributions in slide notes

Is technology a silver bullet for language learning?

�The Guardian, 2014

France bans mobile phones in schools

…The government has banned mobile phones in schools for all pupils up to the age of 15.

�BBC, 2018

David Shanks

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Rachel Hawkes

Starter – the images are all inventions that came about as a result of the technological developments of the time but that were also met with initial negativity, scepticism and even fear. This is a way to try and encourage anyone strongly against tech to keep an open mind.

The written word / writing things down – Socrates was against writing things down as written words would only be a semblance of the truth and “create forgetfulness in learners’ souls”. We only know this because Plato wrote it down!
Mirrors – people used to think they captured your soul in the glass, some tribes would smash mirrors left by anthropologists
Trains – some thought that if humans travelled at high speeds they would die in a gruesome ways such bodies melting or blood vaporising
Cassette recorders – the 1980s campaign told us that “home taping is killing music”

Is tech a silver bullet or something to be banned? Edutech utopianism Vs strong “anti-tech’ views – a false dichotomy? We all probably have quite firmly established views on tech in MFL and sit somewhere on a continuum. For any technophiles – is what you do effective and what is the pedagogical rationale? For any “technophobes” – could you make use of tech to enhance students’ learning? A balanced approach is optimal, one that leverages technology effectively for language learning whilst avoiding pitfalls of poorly implemented and unplanned use of tech. Context is key (tech infrastructure, student access, teacher tech knowledge as we will come back to later).

Image attributions, clockwise from top left:

1. Emoji One, Emojione 1F4DD, CC BY-SA 4.0. https://commons.wikimedia.org/wiki/File:Emojione_1F4DD.svg

2. Pixabay License. Free for commercial use. No attribution required. https://pixabay.com/photos/people-woman-frame-camera-shutter-2574337/ https://pixabay.com/service/license/

3. Trougnouf (Benoit Brummer), Steam locomotive Haine-Saint-Pierre No. 1378-1922 in Baasrode-Noord train station, Dendermonde (DSCF0566), CC BY-SA 4.0. https://commons.wikimedia.org/wiki/File:Steam_locomotive_Haine-Saint-Pierre_No._1378-1922_in_Baasrode-Noord_train_station,_Dendermonde_(DSCF0566).jpg

4. Joe Haupt from USA, Vintage Sony Walkman, FM-AM Stereo Cassette Player, Model WM-F77, Made In Japan, Circa 1986 (44032204520), CC BY-SA 2.0. https://commons.wikimedia.org/wiki/File:Vintage_Sony_Walkman,_FM-AM_Stereo_Cassette_Player,_Model_WM-F77,_Made_In_Japan,_Circa_1986_(44032204520).jpg

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Session Outline

Models for the use of educational technology
CALL benefits and trends
Practical examples of CALL, linked to NCELP work:

Oral Homework
Guided Learning Audio Homework (prototype)
Quizlet (hands on time)
Duolingo

David Shanks

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Rachel Hawkes

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The Bigger Picture

Technology is nothing more and nothing less than the application of technical knowledge for practical purposes

When used effectively:

It improves and streamlines processes, facilitating the completion of tasks more effectively and easily.
It allows us to do things that would be inconceivable without the use of technology. (Picardo, 2017)

David Shanks

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Rachel Hawkes

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The Bigger Picture - Debate

David Shanks

Reboot Foundation (2019)

Education Endowment Foundation (2019)

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Rachel Hawkes

NB The animated reveal will show the rest of Dylan Wiliam’s tweet and the main message we would like to get across: We need to stop asking “does technology help?” and start asking “when does technology help?”

This slide is to show that technology in education produces a lot of debate and even 2 meta analyses, from the outside, paint a contradictory picture.

EEF(2019) would indicate that Digital Technology has a more positive impact on learning than reducing class sizes. Ask teachers if they agree!

You should remind teachers of the nature of meta analyses – they give a useful overall, simplified picture but are based on a range of studies that may differ from one another in their findings. Anything that looks at the top-most level will lose the detail from the various contexts of different research. Context is key as we will come back to later.

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The SAMR Model

David Shanks

(Puentedura, 2010)

Access out of class

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Rachel Hawkes

Introduce the SAMR model. The model should not be seen as a strait jacket to categorise the use of technology, but used to convey the idea that it is desirable to move from the bottom of the model (substitution) towards the top (redefinition) as far as is possible. In short, what does the use of technology bring to the table that couldn’t be achieved without technology?

Ask teachers to think of examples of technology use in education and consider where they might fit on the model.

Example 1 – outside of school Language Perfect World Cup competition in which 30 students answered 106,150 MFL questions in 10 days – a new task (Redefinition)

Example 2 – Entre Les Murs digital brochure produced collaboratively by (KS5) students in Google Docs. Students worked as a magazine editing team outside of class – each wrote a section of the brochure (e.g. synopsis, critical reception, key quotes, character profiles). 2 more able students were the editor and proof reader. (Modification)

Example 3 – Use of padlet.com to have students record oral homework and post to the class bulletin board shown (Redefinition)

Access out of class is common to all these examples and this is something technology can strongly support in MFL – important in light of time poor context and research e.g. The positive relationship between out-of-school exposure and vocabulary knowledge. Peters et al. (2019). The capacity of modern technology to support the oral modality is also significant.

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The TPACK Model

Think–pair-share:

What key messages do you take from this model for the use of technology in education?
And in the context of our NCELP work?

David Shanks

(TPACK.org, 2012)

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Rachel Hawkes

Aim to elicit the following possible key messages:

Teachers knowing how to use the tech on a practical, technical & admin level is important (and the training/upskilling implications for teachers and students)
Knowing the tech alone is not sufficient.
Importance of how the technology interacts with the pedagogical approach and the content (NCELP’s PVGMP in our context).
Examples related to NCELP pedagogy – does the technology focus on a solid verb lexicon or higher frequency words? How is the role of decoding supported? Does it trap the form (Gaming Grammar)
Pedagogical and Content Knowledge can lead us to informed decisions about what, if any, tech to use and when.
Importance of local contexts in determining how successful the use of technology is - accessibility of resources, funding, tech infrastructure, software/hardware, teacher tech expertise, GDPR requirements, school policy, school-wide learning or homework platforms in use

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Some Benefits of CALL

Increased motivation, differentiation, interaction with L2 and native speakers, positive association with attainment (BECTA, 2004)
Automated, immediate feedback
Complex competencies broken down – short term goals
Evidence of achievement or progress - metacognition (familiar, mastered, %, ●●● )
Gamification and competition can increase motivation
Restructuring / retesting the same content in new ways
Increasing ability to work across modes and modalities (SSC, audio in/out, multimedia)
Out of class learning – very significant in a time-poor context
Points 2-5 in particular may overlap with learning preferences of some boys in MFL

David Shanks

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Rachel Hawkes

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Trends in CALL

David Shanks

90% of households in the UK have internet access (Ofcom, 2018)
Proliferation of Internet-connected mobile devices: 80% of 8-11s making use of tablets (Ofcom, 2016)
Mobile device recording capabilities, increasing connectivity speeds
Be acutely aware of digital equity. Have alternative provisions.

Proliferation of Open Educational Resources
Blending Formal and Informal Learning
Data-driven Technology (learning analytics, adaptive learning)
Mobile Learning
Immersive Technology

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Rachel Hawkes

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However…

David Shanks

When NASA first started sending up astronauts, they quickly discovered that ballpoint pens would not work in zero gravity. To combat the problem, NASA scientists spent a decade and $12 billion to develop a pen that writes in zero gravity, upside down, underwater, on almost any surface, and at temperatures ranging from below freezing to 300 degrees Celsius.

The Russians used a pencil.

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Rachel Hawkes

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Pedagogy above all else

David Shanks

As computer technology is constantly developing, it is clear that the effectiveness of CALL cannot reside in the medium itself, as it is always changing; rather, effectiveness must be judged in how these technologies are put to use in ways that are consistent with theoretical and pedagogical development and education.

(Smith, 2015)

CALL is not just about the technology, app, platform or website being used, it is “a dynamic complex in which technology, theory, and pedagogy are inseparably interwoven.”

(Garrett, 2009)

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Rachel Hawkes

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From the Pedagogy Review:

…a planned approach to teaching vocabulary, grammar and phonics…should be supplemented by additional, attractive resources, including ICT…
ICT has also been shown to be very effective in the field of vocabulary, provided that it is used as an aid to teaching rather than a replacement for it. This all requires very careful planning.
[Students] should have opportunities to interact with native speakers, both in person and through video links.
Question for MFL leaders from PR: how is ICT being used to reinforce and support teaching?

David Shanks

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Rachel Hawkes

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Group Task

Write down all the technology you use for MFL on the flipchart paper
Tally underneath each technology the number of teachers using it
Critically discuss the effectiveness of each tool in light of NCELP pedagogy – think phonics, vocabulary, grammar, meaningful practice
Also consider motivation, gender, admin, accessibility, compatibility, past or envisaged issues and solutions

David Shanks

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Rachel Hawkes

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Practical Examples�

Computer Assisted Language Learning (CALL)

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Rachel Hawkes

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[5 easy wins for MFL Teachers]

The B key
Reduce audio playback speed (VLC Player, Youtube)
A DIY visualizer – use a flattening app e.g. MS Office Lens
Windows snip tool
Have students set their phone in the L2 as a homework

David Shanks

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Rachel Hawkes

An optional slide of super fast tricks for MFL teachers you can relay – these are less specifically related to NCELP principles but teachers tend to find these useful!

Blanking the screen can be a useful signal to students for attention and also reduce split attention. Good also for follow-up activities or Q & A with the support of language or prompt on the board removed.

2. Students often underperform on listening tasks and the stress of “missing the answer” can be reduced by slowing down the audio. Slower audio and a higher success rate in a task are likely preferable to presenting more authentic speeds and a dent in motivation.

3. Use an app such as Microsoft Office Lens (or even a simple photo on your mobile) to email yourself a picture of student work to project on the board. Excellent for showcasing success, modelling and peer assessment. This could be done live in lesson or from book before a lesson and then built into subsequent lesson slides.

4. Type “snip” in windows search and launch “Snipping Tool”. Select the exact content you want a picture of. This saves valuable teacher time on formatting and cropping images and is great for grabbing authentic materials from website for example.

5. An easy way to expose students to L2 outside the classroom and zero-prep on your behalf. As a homework task, ask students to change the language on their phone/device and ask them to record all the vocabulary they worked out the meaning of in an L2-L1 vocabulary list. Students can often infer meaning from the tech context and generally enjoy the task.

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Supporting Phonics / SSC

David Shanks

www.wordreference.com mobile app (free)

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Rachel Hawkes

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Supporting Phonics / SSC

OS native functionality (iOS)

David Shanks

MS Powerpoint/Word

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Rachel Hawkes

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Oral Homework

David Shanks

(MA dissertation, 2019)

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Rachel Hawkes

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Case Study (Padlet.com)

David Shanks

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Rachel Hawkes

Screenshot from Padlet showing what a student sees when recording an audio file on the free mobile app.

NB: The free version of padlet now comes with just 3 padlets only allows 10MB files. The premium plan for teachers is called “Padlet Backpack” and has unlimited students accounts, costing $99 per year. More info here: https://padlet.com/premium

As per Handout 1 Oral Homework, there are many ways and tools that could be used to organise the submission of oral homework. One lead school is using their Google Classroom and students email attachements. Some additional options are outlined below:

Show My Homework – if your school has a subscription to this popular homework platform, it is possible for students to send you attachments for tasks you create
Flipgrid – is free for educators and allows students to submit videos directly to their teacher. If you/students don’t want to use video, students can cover the camera lens and submit the audio only. More info here: https://info.flipgrid.com/
Showbie – this digital classroom platform allows voice notes of up to 1 minute on the basic free plan. More info on the free version and paying plans here: https://www.showbie.com/plans/
Microsoft ClassNote / OneNote / Teams – if your school uses Office 365, audio can be submitted, for example, through a class OneNote. The latest Word and Powerpoint versions also allow you to insert audio.

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Case Study (Padlet.com)

David Shanks

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Rachel Hawkes

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Oral Homework Tasks

David Shanks

What other types of oral homework could you envisage?

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Rachel Hawkes

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Case Study Findings

David Shanks

Case study found a strong pedagogical rationale for oral homework:

“Oral homework has the potential to open the door to increased motivation, reduced FLA, improved decoding/pronunciation, greater self-efficacy and more self-regulated learners”

When I speak French I feel like I'm not pronouncing it properly, and I get really anxious that people will judge me and the teacher will probably say I didn't do it correctly. (Student A)
[Motivation specifically for speaking has] increased definitely, and I've noticed a couple of students who have been a lot more forthcoming with speaking in lessons (Teacher)
I first say it in front of my sister to see how I sound then I try and record, and if I don't like how I sound I'll delete it, and just keep on doing that until I'm actually happy with what I recorded. (Student B)
…for the tongue twisters I had to record like ten different times. (Student C)

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Rachel Hawkes

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Case Study Findings

David Shanks

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Rachel Hawkes

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The positive relationship between out-of-school exposure and vocabulary knowledge. �Peters et al. (2019)��

Given the limited classroom time available, researchers have repeatedly advocated contact with the foreign language outside the classroom to increase learners’ vocabulary size.
Even after eight years of instruction, many learners were not familiar with the 2,000 most frequent words in French, which meant that they could do little with the language in terms of reading, listening, speaking, or writing.
In spite of the beneficial effects of instruction, formal instruction of 2–4 hours per week was not enough to make large learning gains for the learners in this study because the learners needed large amounts of language input to develop a large vocabulary size.
These findings confirm the knowledge shared by many language teachers, namely, that foreign language learners need to be guided in engaging with the foreign language outside of the language classroom.
The researchers propose a principled approach to foreign language vocabulary teaching, in which a vocabulary learning plan is included in foreign language curricula.

David Shanks

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Rachel Hawkes

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Vocabulary Learning Homework

Leigh McClelland, Cam Academy Trust

Listen (French and English)
Say after me (French and English).
Say with me (5 times - just French).
I say French - you say English.
Out of order - I say French, you write English.
Listen to French, write down French.
Say English - students say French (out of order).
Now go to Quizlet to check Step 6
and for more practice

“foreign language learners need to be guided in engaging with the foreign language outside of the language classroom” Peters et al. (2019)�

This is a prototype – your thoughts and feedback?

Year 7 Term 1.2 Week 2 audio examples

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Rachel Hawkes

Handout 3. Vocabulary Learning Homework Examples - Student Worksheets for Year 7 Term 1.2 Week 2 in French, German and Spanish

Slides 27-32 have vocabulary learning homework examples in French German and Spanish. Talk through the process in a language of your choice and give teachers time to digest each of the steps on the example handouts.

Draw teachers attention to how the Guided Audio Learning Homework compensates for some of the features missing from textbooks, Quizlet or other CALL tools e.g. forcing students to say vocabulary out loud and steps 4/5/6 that focus on rendering word-for-word meaning and require students to translate the aural form without any written prompts into written/oral form. The new AQA question type in which students have to write down the questions word for word is one that students find tricky.

Invite teachers to access the audio file either through the link or QR code reader on Handout 3 on a mobile device, alternatively they can go direct to the links on this slide (Year 7 Term 1.2 Week 2 audio examples in all 3 languages).

Vocabulary Learning Homework tasks are being created to accompany the SOW, and uploaded now weekly to the portal to support flipped pre-learning. Invite and record feedback from teachers.

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Year 7 French - Term 1.2, week 2�

Audio file QR code:

Student worksheet:

https://resources.ncelp.org/concern/resources/fb494855q?locale=en

Audio file : http://www.ncelp.org/audio/FY7T1-2W2

Vocabulary Learning homework

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Rachel Hawkes

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Rachel Hawkes

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Year 7 German – Term 1.2, Week 2�

Vocabulary Learning Homework

Audio file QR code:

Student worksheet: [https://resources.ncelp.org/concern/resources/sx61dm39d?locale=en]

Audio file : [www.ncelp.org/audio/GY7T1-2W2]

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Rachel Hawkes

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Rachel Hawkes

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Year 7 Spanish - Term 1.2, week 2�

Vocabulary Learning Homework

Audio file QR code:

Student worksheet: https://resources.ncelp.org/concern/resources/th83kz43m?locale=en

Audio file : www.ncelp.org/audio/SY7T1-2W2

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Rachel Hawkes

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Rachel Hawkes

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Quizlet Digital Flashcards

David Shanks

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Rachel Hawkes

Handout 4. Quizlet Guide (PowerPoint also available for projection to TRG)

Introduce Quizlet briefly and ask who is familiar with it / using it regularly. Spread any knowledgeable Quizlet users out across the room to support others during the hands-on work.

This section requires teachers to be at computers, ideally desktops or laptops, for hands on familiarisation with the (many) features of Quizlet.

Ensure you make arrangements in advance to access a computer room / have laptops / ask teachers by email in advance to bring a laptop and provide wifi login details. Mobile device versions of Quizlet are available but are more limited than the desktop version.

It is also important to familiarise yourself with Quizlet in advance so you can support teachers and answer questions. Any advice and tips you can add from personal experience will be useful.

You could run this (40 minute) section in a number of ways according to your level of familiarity and confidence with Quizlet e.g.

Demo the main features of Quizlet front-of-class on the website itself through your own account, then give Handout 4 Quizlet Guide for teachers to work through at machines
Give Handout 4 Quizlet Guide for teachers to work through themselves
Present selected slides from the Handout 4 Quizlet Guide PowerPoint at the front, then let teachers familiarise themselves

The end of the Quizlet guide has a list of differentiated specific tasks that teachers can attempt to complete.

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Demo / hands-on time

David Shanks

Quizlet Digital Flashcards

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Rachel Hawkes

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Duolingo.com

Free mobile and web-based language learning platform
Strong gamification and recycling structure (Duolingo nags!)
Variety of translation, reading, listening and speaking activities.
Clean and intuitive environment/user interface
schools.duolingo.com dashboard for managing students and setting tasks
Excellent for signposting students (independent learning, open-ended HW)
Duolingo Clubs/Competitions can be a great initiative for raising profile of MFL
Often updated and developed: Chatbots, Stories, Podcasts
Big limitation = fixed content determined by Duolingo course structure

A free ALL Webinar and goodies available here:

www.all-london.org.uk/site/index.php/webinar-david-shanks-duolingo

David Shanks

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Rachel Hawkes

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Plickers.com

Free, in-lesson, student response system without student devices
Students respond to teacher’s multiple choice questions using a simplified QR card/paper
Real-time formative feedback - responses graphed and detail saved to spreadsheet

David Shanks

Excellent for regular low stakes testing (Top infinitives? Question words?), auto tracking
Generates a lot of engagement!

Drawbacks: initial setup, creating questions, multiple choice format only, multiple classes

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Rachel Hawkes

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Computer Mediated Communication (CMC)

David Shanks

www.etwinning.net

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Rachel Hawkes

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Summary

Does technology help? When does technology help?
Manifold potential benefits of CALL, when used effectively
The primacy of pedagogy
SAMR – what does technology bring to the table?
TPACK – the interplay between tech, (NCELP) pedagogy and content
Oral Homework, Guided Audio Learning Homework, Quizlet, Duolingo
Harnessing CALL for vocabulary acquisition and out of lesson work
Digital equity

Now commit – what are your CALL next steps in your context? Be S.M.A.R.T.

David Shanks

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Rachel Hawkes

We need to get beyond the false dichotomy of “is tech good or bad?” and ask instead, when can we use technology to our advantage? This also implies the teacher is involved in assessing and reflecting upon how the use of technology affects learning
Recap the main benefits of CALL covered (or quiz teachers on what they remember). Remind that these benefits are always with the caveat of tech being put to considered, effective use – poorly used tech (especially in valuable lesson time) can negatively impact on learning
Linked to previous point, pedagogy should come first – how does the use of tech improve learning, the use of learning time or how can it extend learning time (e.g. outside the classroom)
Substitution, Augmentation, Modification, Redefinition (Puentedura, 2010). A nice model for reflecting on any use of tech (though not a strait jacket/exact science). Key point = what does technology bring to the table?
TPACK allows us to consider the interplay between teachers knowledge of Technology, (NCELP!) Pedagogy, Content and the Context. Key message = tech knowledge is important but not isolated (so don’t use an app purely because it’s shiny and whizz-bang)
Remind teachers of the main tech ideas focussed on in the session: Oral Homework, Guided Audio Learning Homework, Quizlet, Duolingo
CALL can be a powerful ally in supporting vocabulary acquisition (remember our 2000 word target!) in our time-poor contexts, by increasing out of lesson learning opportunities
Digital equity – we need to be mindful of access to tech for students and support this e.g. through computer rooms, homework clubs, library facilities, pre/post school access windows, supporting students with tech issues and having a plan B for when the tech doesn’t work

Invite teacher to right down their CALL next steps with one or more SMART targets (Specific, Measurable, Attainable, Relevant, Time-bound)

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References

Adams-Becker, S., Rodriguez, J. C., Estrada, V., & Davis, A. (2016). Innovating Language Education: An NMC Horizon Project Strategic Brief. Retrieved from https://www.nmc.org/publication/2016-nmc-strategic-brief-innovating-language-education/
Education Endowment Foundation. (2019). Digital Technology - Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. Retrieved from https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/
Garrett, N. (2009). Computer‐assisted language learning trends and issues revisited: Integrating innovation. The modern language journal, 93, 719-740.
Peters, E., Noreillie, A., Heylen, K., Bulté, B., & Desmet, P. (2019). The positive relationship between out-of-school exposure and vocabulary knowledge. OASIS Summary of Peters et al. (2019) in Language Learning. https://oasis-database.org
Picardo, J. (2017). Using Technology in the Classroom. London: Bloomsbury.
Puentedura, R. (2010). SAMR and TPCK: Intro to advanced practice. Retrieved from http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf
Reboot Foundation. (2019). Does Educational Technology Help Students Learn? An analysis of the connection between digital devices and learning. Retrieved from https://reboot-foundation.org/does-educational-technology-help-students-learn/
Smith, B. (2015). Technology in language learning: An overview. Routledge.
TPACK. (2012). TPACK Explained: The Seven Components of TPACK. Retrieved from http://tpack.org
Williams, M. (2014). Is technology a silver bullet for language teaching and learning? The Guardian. Retrieved from https://www.theguardian.com/teacher-network/teacher-blog/2014/may/12/technology-language-teaching-learning-pedagogy

David Shanks

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Rachel Hawkes