Arabic Chats, Korean IM-Pals, Kendo, and Chinese TV Nights: Technology and Strategies for Soaking Up Target Culture NCOLCTL Conference 2007 Saturday, April 28, :45 – 2:15 p.m. Jill Robbins & Anna Uhl Chamot (thanks to Laura Blythe Liu, Kristen D’Avolio, & Candice Michalowicz) The George Washington University/ National Capital Language Resource Center, Washington, DC

BACKGROUND National Capital Language Resource Center (NCLRC) is one of 15 foreign language resource centers in U. S. Since 1990 NCLRC has conducted research on language learning strategies, both identification and classroom applications studies. Learning Strategy Resource Guides produced for elementary immersion, high school, and university language teachers and students.

PURPOSE OF CURRENT NCLRC STUDY Explore how US college students learn ArabicChineseJapaneseKorean

RATIONALE FOR THE STUDY Most learning strategy research on Western languages. Good language learners (of Western languages) use similar strategies. Effect of non-Western writing systems on strategy use? Impact of unique grammar and non- cognate vocabulary? Interest in updating what we know about how students use technology in language learning

PARTICIPANTS College learners of Arabic, Chinese, Japanese, or Korean. Low Intermediate (fourth semester) level at two U.S. universities. 11 students of Arabic. 10 students of Chinese. 6 students of Japanese. 4 students of Korean.

QUESTIONS What are the challenges in learning (language) ? What strategies do you use to overcome these challenges? What advice do you give to other students of this language? How are you learning the target language culture?

METHODOLOGY Record and videotape focus group interview protocols. Transcribe interviews verbatim. Analyze transcripts for learning challenges and responses. Identify student perceptions of effective and ineffective instruction.

FOCUS GROUP INTERVIEW STRUCTURE Writing task with think-aloud prompts. Questions on Speaking Reading Listening Vocabulary Culture Advice to a new student of the language.

TYPES OF TECHNOLOGY USED BY LEARNERS TYPES OF TECHNOLOGY USED BY LEARNERS Use computer to write Use computer to write Online listening, iPod Online listening, iPod Instant messaging Instant messaging Online translation Interactive web activities Interactive web activities

ARABIC Instant Messaging: using numbers and letters (see Wikipedia article)see Wikipedia article Listen to Arabic music Listen to and read Al Jazeera: use images to guess meaning

CHINESE Writing to friends on IM or

CHINESE Using DVD subtitles in Chinese and English (Lilo & Stitch)

CHINESE Listening with an iPod)

CHINESE Typing is hard - doesn’t help to learn characters with teachers, pen pals

JAPANESE Online listening harder than in class Online quizzes require dictionary use

KOREAN - Use an online translator Check translation with online dictionary

KOREAN Keyboarding easier than writing by hand “It’s fun to type in Korean” Online newspapers

KOREAN Online listening exercises

KOREAN Internet radio, downloaded Korean music

NEXT STEPS Continue data analysis. Develop descriptions of learning strategy applications for each language. Produce resource guide for teaching learning strategies to students of Arabic, Chinese, Japanese, and Korean.

FUTURE RESEARCH Ways to teach learning strategies for language-specific challenges. Effects of strategies-based instruction (SBI) on student achievement/proficiency, attitude, and motivation. Instructional model for SBI for non-Western languages.

FOR MORE INFORMATION Please visit the NCLRC website for free resources on language learning strategies and other topics Please visit the NCLRC website for free resources on language learning strategies and other topics Special thanks to our transcribers: Laura Blythe Liu, Kristen D’Avolio, and Candice Michalowicz