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Please answer in the chat �Q1: What links the following images?

Computer Assisted Language Learning (CALL)

Vocabulary

Online Hub Day Friday 3^rd July 2020�Session 2: 10-11am

David Shanks�@HFLanguages

Image attributions in slide notes

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

This is a session about how digital technologies can support language learning. We will consider a range of areas but there will be a focus on vocabulary learning, particularly outside the classroom in order to see how we might best support students to learn and retain vocabulary in the long-term, whilst operating within a time-limited teaching context.

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 technology in education
CALL benefits and trends
Practical examples of CALL, linked to NCELP work:

Technology Facilitated Oral Homework
NCELP’s Guided Vocabulary Learning Homework
Quizlet and NCELP’s vocabulary sets
CALL in context – Jenny @SWBGS
(Duolingo)

David Shanks

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Rachel Hawkes

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Technophiles vs Technophobes?

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

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The Bigger Picture - Debate

(Reboot Foundation, 2019)

(Education Endowment Foundation, 2019)

David Shanks

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Rachel Hawkes

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A Reminder!

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 SAMR Model

(Puentedura, 2010)

Access out of class

David Shanks

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Rachel Hawkes

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The TPACK Model

Importance of integrating PK, CK, TK
Need to know the tech…
…but that alone is not sufficient
How does the tech support our pedagogy?
Who chooses the content? PVG? Frequency?
PK & CK can lead to informed tech choices
Importance of context

(TPACK.org, 2012)

What messages can we take from this model?

David Shanks

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Rachel Hawkes

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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 & modalities (audio in/out, multimedia)
Out of class learning – very significant in a time-poor context
Points 2-5 may overlap with learning preferences of some boys in MFL
Time efficiencies and ease of recycling/adapting for teachers

David Shanks

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Rachel Hawkes

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Trends in CALL

(Adams-Becker et al., 2016)

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

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 and inclusion. Have alternative provisions.

David Shanks

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Rachel Hawkes

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Covid-19 CALL Trends

Little or no IT access at home is a challenge for around one quarter of pupils. Disadvantaged students disproportionately affected (Lucas et al., 2020)
Lots of free trials!
Simple approaches to remote teaching: Use asynchronous learning. Short videos. (Daniels, 2020)
Every cloud…

increase in access to tech?
upskilling of teachers and students
school VLEs, systems for remote teaching & learning
Technology in Language Teaching(TILT) Webinars!

David Shanks

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Rachel Hawkes

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Pedagogy First

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)

David Shanks

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Rachel Hawkes

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From the MFL 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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Practical CALL examples with a focus on NCELP principles�

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Rachel Hawkes

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Please answer in the chat

�Q2: What technology (hardware, software, apps, websites, platforms etc) do you use in your MFL teaching context?

Pause and reflect…

What informed your decision to use that tech?

Does it have a pedagogical rationale?

Do you have control over the language content?

Does it streamline processes?

Consider the tech in relation to TPACK & SAMR?

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Rachel Hawkes

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Supporting Phonics / SSC

Microsoft Word, Powerpoint, OneNote

David Shanks

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Rachel Hawkes

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Technology-Facilitated Oral Homework

Oral Homework Overview Guide

(David Shanks, MA dissertation, 2019)

David Shanks

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Rachel Hawkes

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Case Study (Padlet.com)

David Shanks

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Rachel Hawkes

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Example Tasks

David Shanks

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Rachel Hawkes

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Case Study Findings (1)

David Shanks

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Rachel Hawkes

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Case Study Findings (2)

David Shanks

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Rachel Hawkes

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Case Study Findings (3)

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 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)

David Shanks

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Rachel Hawkes

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Other TFOH tools

David Shanks

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Rachel Hawkes

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Other TFOH tools

Adding audio in PowerPoint or OneNote
Vocaroo.com

David Shanks

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Rachel Hawkes

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CALL and Vocabulary

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

oasis-database.org

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 spite of the beneficial effects of instruction, formal instruction of 2–4 hours per week was not enough to make large learning gains
Resulting suggestions:

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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Guided Vocabulary Learning Homework

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

Listen (TL and English)
Say with me (3 times - just TL).
I say TL, you write English.
I say TL, you write TL
I say English, you say TL
Self-assess step 4 using Quizlet
Practise on Quizlet (Write, Spell, Test)

Idea from Leigh McClelland, Cam Academy Trust

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Rachel Hawkes

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Guided Vocabulary Learning Homework

resources.ncelp.org

Leigh McClelland, Cam Academy Trust

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Rachel Hawkes

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Quizlet Poll

How familiar are you with Quizlet?

Never heard of it!
I’ve heard of it, but never used it
I used to use it, but stopped
I use it occasionally
I use it regularly with certain classes
I use it in an embedded, consistent way across all classes
I’m a Quizlet Ambassador!

David Shanks

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Rachel Hawkes

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Quizlet - Digital Flashcards Sets

quizlet.com/NCELP/folders

David Shanks

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Rachel Hawkes

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David Shanks

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Rachel Hawkes

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David Shanks

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Rachel Hawkes

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Customisation

David Shanks

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Rachel Hawkes

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Classes and Tracking Progress

David Shanks

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Rachel Hawkes

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Quizlet – Further Info

resources.ncelp.org

NCELP’s Quizlet Guide
https://quizlet.com/NCELP
Sets are linked & referenced in SOW, lessons, resource logs & Guided Vocabulary Learning Homework worksheets
Quizlet teacher account info (£35.99 per year)
Teaching support guides from Quizlet

David Shanks

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Rachel Hawkes

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CALL in Context @SWBGS

Jenny Hopper

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Rachel Hawkes

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Guided Vocabulary Learning Homework

Juliet Davies @Presdales School

Jenny Hopper

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Rachel Hawkes

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Oral Homework 1

French SOW Y7 Term 3.2 Week 7 - L'homme qui te ressemble (René Philombé)

Jenny Hopper

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Rachel Hawkes

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Oral Homework 2

German SOW Y7 Term 3.1 Week 1 – Word Order 2

Jenny Hopper

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Rachel Hawkes

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Varied Recording Methods

Jenny Hopper

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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: Stories, Podcasts
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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Summary

Does technology help? When does technology help?
Manifold potential benefits of CALL, when used effectively
Put pedagogy first!
SAMR – what does technology bring to the table?
TPACK – the interplay between tech, (NCELP) pedagogy and content
TFOH, Guided Vocabulary Learning Homework, Quizlet & CALL in context
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

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Q&A

David Shanks

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Rachel Hawkes

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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/
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 1-6. retrieved from https://link.springer.com/content/pdf/10.1007/s11125-020-09464-3.pdf
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.
Lucas, M., Nelson, J. and Sims, D. (2020). Schools’ Responses to Covid-19: Pupil Engagement in Remote Learning. Slough: NFER. Retrieved from https://www.nfer.ac.uk/media/4073/schools_responses_to_covid_19_pupil_engagement_in_remote_learning.pdf
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

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