A NATIVE SPEAKER IN EVERY PC: WEB 2.0 IN FOREIGN LANGUAGE TEACHING ROB A. MARTINSEN, ASSISTANT PROFESSOR, BYU SPAN PORT.

INFINITE OPTIONS How to pick, where to start?

IT’S NOT ALL ABOUT TECHNOLOGY: Studies show that 21st Century Learners want a moderate amount of technology integrated into courses. Too little technology in courses risks losing the power that technology has to [help students]; too much technology risks losing interaction with the instructor.” Adaptado del artículo de Michael Rodgers and David Starrett National Teaching and Learning Forum Newsletter, Volume 14, Number 5 © Copyright

IS THIS A GOOD USE OF TECHNOLOGY? Russian students go to a computer lab. Then call each other using Skype to have long conversations in Russian. Technologies used in education were generally created for other purposes. A given technology, therefore, is best used in ways that mirror its original purpose. A given use of technology in language teaching should improve upon or at least be equal to other techniques using no or low technology. Technologies used in education were generally created for other purposes. A given technology, therefore, is best used in ways that mirror its original purpose.

IS THIS A GOOD USE OF TECHNOLOGY? Students create a website with lots of pictures of their favorite French singer and write about them, mostly in English. Within reason, technology can be used simply for the purpose of increasing motivation and interest among students as long as the other principles are not violated.

IS THIS A GOOD USE OF TECHNOLOGY? A teacher asks students to get online with a native speaker. They are to read a written dialogue out loud from the class textbook. A given use of technology should stem from the teacher’s overall goals for students’ outcomes. Technologies used in education were generally created for other purposes. A given technology, therefore, is best used in ways that mirror its original purpose.

WEB 1.0 First “version/stage” of the internet. Internet = Information Web pages with fixed info. Ejemplos:

WEB 2.0 Version 2 of the internet Internet ≠ information Internet = information AND interaction User-generated content Little to no tech skills required

WEB 2.0 Uses of web 2.0 technologies for language teaching: Wiki for graduate students Wiki Class WikisWikis Free!!!

WEB 2.0 – A NATIVE SPEAKER AT EVERY PC (OR MAC, OR IPHONE, OR ANDROID, BLACKBERRY, IPAD, ETC. ETC. ETC. :)

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TANDEM LEARNING Organized language exchanges between two language learners, each of whom wishes to improve his or her proficiency in other’s native language” (Appel & Mullen, 2000, p. 291).

WEBEX WebEx Platform Oral and Visual Communication Use of web cam and mic 1st time contact with native speaker

PARTICIPANTS 5 dyads: Metropolitan Autonomous University (Mexico City) Learning English Brigham Young University (Provo, Utah. USA) Learning Spanish Students were native speakers of English and Spanish (respectively)

TASKS 7 tasks, Dyads met once a week / 7 weeks 30min each language A different topic for each task Booklet with suggestions for the discussion’s topic

METHODOLOGY Video conference set up beforehand (by researcher) Researcher was present (silently) to observe the exchanges

WEBEX

Audio Video Chat (written) Whiteboard Sharing: picture, desktop, (ppp, doc, etc.) Note taking (not used)

AUDIO To negotiate meaning (repeating, paraphrasing, shortening, etc) To correct pronunciation To clarify pronunciation To provide a translation (how do you say x?) To learn new vocabulary Clip :

VIDEO Felt more personal Felt more connected Was more interesting and more fun Helped stay more focused Paid more attention Saw gestures from partner: helped understanding Saw partner’s reactions to what was said Was nice to see their partners Clip : (“headband” ln.1)

TEXT CHAT Due to audio problems (interference, brakes/gaps, volume, sound speed-slowness) To keep the conversation going (i.e. when audio is out) To clarify meaning of single words or complete (long) phrases, when understanding fails. To provide translation To correct grammar/syntax To reinforce / support / confirm oral information

Lanae : at your university, uh are there jobs available for students to work? Are they offered by the university? Can you work on campus? Brenda: uh do you write?, please, could could you write? Lanae: yeah Brenda: could you write write your question? Lanae: Do you want me to write? Brenda: please? [could you write your question please?] could you… Lanae: yes [yes] Brenda ((giggles)) Lanae: [does your university have on –campus jobs available for students?] does your university have on-campus jobs available for students? Brenda : °…jobs available for students?° yes my university have uh jobs mm mm [ CHAT TRANSCRIPT ] [ ]= CHAT

WHITEBOARD To draw in order to verify/reinforce vocabulary To explain a word or phrase that was not comprehended orally Personal interaction (non-linguistic)

SHARING Document, PPP, Pics, Desktop, etc. Personal things : a dorm room, campus, family, etc. Places to visit : cities or countries

CONCLUSION P. were aware of affordances P. used affordances to enhance L2 language learning Affordances used to carry out the flow of conversations Affordances offered additional resources for communication not present in standard oral conversation alone. Note taking (not used by the participants) Video wasn’t exploited linguistically (tech?) Audio was the most used (it was crucial) Chat was the next most used (exploited a lot) Whiteboard was helpful too & fun

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