Learning outside the classroom Richard Watson Todd King Mongkut’s University of Technology Thonburi http://arts.kmutt.ac.th/call/doc/outsideclass.ppt ©2006 Richard Watson Todd

Why learning outside the classroom is important Time Differences between language inside and outside the classroom Promoting lifelong learning Lack of evidence for effectiveness of classroom learning ©2006 Richard Watson Todd

Some relevant issues Motivation for learning Resources for learning Tasks for learning Focus of learning ©2006 Richard Watson Todd

Motivation for learning Is the learner studying an English course? If no, autonomous learning If yes, does the teacher assign work outside class? Is the learner free to choose what work to do? ©2006 Richard Watson Todd

Resources for learning Is the situation EFL or ESL? If ESL, can the learner use the community or the family? Are learning resources (e.g. self-access) available? What media can the learner access? ©2006 Richard Watson Todd

Tasks for learning What skill does the learner want to improve? If speaking or writing, how can the learner gain feedback? If reading or listening, should the learner engage in open-ended or closed-ended tasks? Students prefer to focus on receptive skills in outside-class learning (Hyland, 2004) ©2006 Richard Watson Todd

Focus of learning Does the learner intend to practise English? Does the learner want to engage in meaningful use of English? ©2006 Richard Watson Todd

2 examples Homework Autonomous CALL ©2006 Richard Watson Todd

Homework Motivation: teacher assigns work Resource: usually paper-based exercises Task: usually to complete closed-ended practice exercises Focus: specific language points ©2006 Richard Watson Todd

Summary of research into homework 4 main types of homework (Freiberg and Driscoll, 2000) rehearsal (repetitive practice) preparation (e.g. pre-reading) review (transfer of skills to new situations) integration (e.g. project work) ©2006 Richard Watson Todd

Summary of research into homework Actual use of homework (North and Pillay, 2000) Teachers perceive main purpose of homework as practice Teachers most commonly assign grammar practice exercises ©2006 Richard Watson Todd

Summary of research into homework Consequences of standard homework practices (Calzoni, 2003; Warwick and Jeffrey, 2003) Students find homework one of the least enjoyable aspects of courses Students especially dislike practice exercises Students believe homework does not help their learning much ©2006 Richard Watson Todd

Summary of research into homework Directions to improve homework (Cole and Chan, 1987; Stern, 1997) Homework should encourage reflection Teachers need to plan homework carefully Teachers must give feedback on homework Students should be involved in deciding on homework ©2006 Richard Watson Todd

Summary of research into homework Homework, parents and the community (North and Pillay, 2002; Lazear, 2000; Stern, 1997) Teachers rank involving parents with homework as a low priority However, parents should be involved, especially in applying school learning to real situations Parents can help with space and time for homework Parents should be supportive, not competitive Where possible, homework should be integrated with the community (e.g. NGOs, visits to museums, factories etc.) ©2006 Richard Watson Todd

Summary of research into homework Innovative homework practices (Stern, 1997) Integrating homework with what students want to do Analysing camera angles while watching a TV concert Comparing TV soap operas with real life (e.g. no-one goes to the toilet, no swearing) ©2006 Richard Watson Todd

Conclusions about homework Reduce reliance on grammar practice Assign innovative tasks Involve students and parents in homework ©2006 Richard Watson Todd

Autonomous CALL Motivation: learner works voluntarily Resource: CALL resources Task: Internet, CMC Focus: meaningful English use ©2006 Richard Watson Todd

Types of CALL Multimedia CALL software Language exercises on the Internet Knowledge resources on the Internet Computer-mediated communication (CMC) (cf. Linder, 2004) ©2006 Richard Watson Todd

Characteristics of CALL Multimedia software and Internet exercises closed-ended meaningless language-focused Internet resources and CMC open-ended meaningful content-focused ©2006 Richard Watson Todd

Teachers’ assignments of CALL Teachers want learners to focus on English Teachers want learners to acquire specific language points Teachers assign multimedia software and Internet exercises ©2006 Richard Watson Todd

Learners’ autonomous use of CALL Learners want to fulfill real-world tasks Learners want to focus on content Learners use Internet resources and CMC ©2006 Richard Watson Todd

Conclusions about autonomous CALL If learners are learning autonomously, they will focus on meaningful content-oriented CALL Will learners learn any English from this? ©2006 Richard Watson Todd

How to learn outside the classroom If homework consists of innovative tasks not focused on language practice, and if autonomous CALL is content-focused, then how can we be sure that learners will learn anything? ©2006 Richard Watson Todd

Types of autonomous learning Self-instruction: learning is deliberately planned Naturalistic learning: unintentional engagement with English and incidental learning Self-directed naturalistic learning: learners seek naturalistic situations that can help English learning (Benson, 2001) ©2006 Richard Watson Todd

Types of autonomous learning If self-instruction, learners may engage in language-focused tasks For all types of autonomous learning, learners are more likely to engage in content-focused tasks Still need to consider how to promote language learning in content-focused tasks ©2006 Richard Watson Todd

Theories of learning Child development theories (e.g. Piaget) Not relevant to older students Classroom-oriented theories (e.g. scaffolding, data-driven learning) Not relevant to autonomous learning Traditional broad theories (e.g. behaviourism, constructivism) Learners need feedback (problem with open-ended tasks) ©2006 Richard Watson Todd

Learning orientations Attention, noticing, awareness Language learners need to: pay attention to input pay particular attention to whatever aspect of the input is of special concern look for clues to why English speakers say what they say if a generalised principle cannot be identified, focus on specific instances in specific contexts (Schmidt, 1995) ©2006 Richard Watson Todd

Applicability to autonomous learning Exposure to language is not sufficient Attention and noticing can help learning Noticing is possible without a teacher BUT is noticing innate or is it learnt? If it is learnt, do teachers need to train learners in noticing to promote lifelong learning? How can such training be conducted? ©2006 Richard Watson Todd

Guidelines for noticing Use checklist of questions to guide noticing of new language Where did you see/hear the new language? Who wrote/said it to whom? What happened before it was shown/said? What happened afterwards? What do you think the new language means? (Adams, 2001) ©2006 Richard Watson Todd

Conclusions about learning outside class Need to consider learners’ motivations, available resources and tasks, and learning focuses Teacher-assigned learning should lead towards autonomous learning Tasks should be open-ended, meaningful and content-focused ©2006 Richard Watson Todd

Conclusions about learning outside class Parents should be involved Teachers can help students prepare for autonomous learning by promoting attention and noticing ©2006 Richard Watson Todd