1. ICT-Integrated Language Learning
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ICT-Integrated Language Learning
Changing perspectives, changing uses
Eurocall 2007, University of Ulster
Sake Jager

2. Outline ICT-integrated language learning
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Outline
ICT-integrated language learning
Language innovation project University of Groningen
Presentation of some materials developed
Discussion and questions

3. Integration Oxford Advanced Learner’s Dictionary:
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Integration
Oxford Advanced Learner’s Dictionary:
Technology and language learning ‘things’ to be combined in CALL
Integration should also take into account other aspects, such as educational environment
General framework provided by Collis and Moonen (2001)

4. Key components technology-enhanced learning
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Key components technology-enhanced learning
Institution
Implementation
Pedagogy
Technology
Based on Collis & Moonen (2001)

5. Key components in relation to other studies
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Key components in relation to other studies
Implicit or explicit reference to components
Laurillard (2003):
Pedagogy: Conversational Framework
Technology: Media properties in support of CF
Institution: Effective organisational infrastructure
Barr (2004):
Pedagogy: Facilitation of learning approaches
Technology: Technical sufficiency, integrated infrastructure
Institution: Growing a culture, time, human resources, strategic planning

6. Key components in relation to other studies
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Key components in relation to other studies
Taalas (2005):
Pedagogy: Add-in uses rather than add-on uses
Technology: Multimodal learning environments
Institution: Staff development, transformation of teaching practices

7. Integration vs normalisation
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Integration vs normalisation
Normalisation, Bax (2003):
“stage when the technology becomes invisible, embedded in everyday practice and hence ‘normalised’” (23)
End goal of CALL
See Levy and Stockwell (2006) for discussion
Integration is a continuous process rather than an end goal:
As new technologies emerge, new forms of integrating technology, pedagogy, institutional aspects are required
Field of CALL as a whole will never reach a state of normalisation

8. Technology, Pedagogy, Institutional context
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Technology, Pedagogy, Institutional context
Much CALL research: technology-pedagogy interface:
“What technical attributes specific to the new technologies can be profitably exploited for pedagogical purposes?” (Salaberry 2001)
Results not always applicable in ‘real’ situations:
Teacher-researcher: extra effort (“CALL for research”)
Controlled vs uncontrolled use
Whole range of programs
Lack of funding
Incompatible views on language learning
Standardization and rigidly controlled infrastructure

9. Taal Vaardig (‘Ready-for-languages’) project
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Taal Vaardig (‘Ready-for-languages’) project
Aims to change language learning in University of Groningen by:
Restructuring language learning programmes (courses/modules);
Re-thinking teaching practices;
Reinforcing the use of technology.
Over 30 language teachers from:
Academic language departments and the university language centre
All languages taught as part of the curriculum
Phase 1 ( ):
English, Spanish, French, Italian and German
Phase 2 ( ):
Finnish, Hungarian, Russian, Swedish, Danish, Norwegian, Hebrew and Arabic

10. 11/20/2018
Project background
Motivated by aspects from each of the dimensions identified earlier
Institution:
Strengthen collaboration between language centre and language departments
Offer language modules as part of flexible Ba-programme (30 EC)
Staff development (language teaching methodology and ICT)
Pedagogy:
Apply CEFR in language programmes
More task-based, communicative language learning
Technology:
Blackboard course for each module
Blackboard for exchanging and consolidating materials
Increase autonomous learning (self-study) through technology
Integrate newly established multimedia language labs

11. Project design Commitment Faculty Board
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Project design
Commitment Faculty Board
Participation departments mandatory
Implementation mandatory
Only permanent staff involved
University funding
Teachers released from other tasks for 1 day/week for 1 year
New infrastructure for ICT-enhanced learning available at start
Focus on language teaching and learning, ICT secondary (‘pedagogy first’)
Language teams: same language, mixed backgrounds, mixed abilities, catering to different target groups (cross-fertilization)
Teacher training and curriculum development combined (immediate relevance)
Negotiated programme, contributions by teachers themselves, learning from one another
Blackboard as medium for supporting the project (‘teach as you preach’)
Real outcomes: re-designed modules for use in (high stakes)

12. Project coverage Topics studied and discussed Application of the CEFR
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Project coverage
Topics studied and discussed
Application of the CEFR
Learner autonomy
Evaluation and assessment
Spoken interaction in the curriculum
Teaching grammar
Teaching writing
Teaching vocabulary
Hands-on ICT sessions
Module design:
Coverage of CEFR skills in the curriculum
Curriculum / Module descriptions
Materials development in Blackboard
Modules 5 / 10 EC:
4 / 8 hrs teacher time p.w.
6.5 / 13 hrs student time p.w.

13. Teacher evaluation About the project Score 1-4
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Teacher evaluation
About the project
Score 1-4
Did you have enough information in advance about what was expected of you?
2.4
Did you have enough time alongside your regular work to work on the project?
2.1
How much time, on average, did you spend on the project per week?
5.8
What did you think of the group atmosphere? 3
Project meetings
How useful did you find the thematic meetings during the first half year?
How useful did you find the progress meetings during the second half year?
How useful did you find the meeting format (‘learning from each other’)

14. Teacher evaluation (cont’d)
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Teacher evaluation (cont’d)
Developing the modules
Was there enough time to work on the modules on your own?
2.6
Was the (technical) assistance sufficient for working on the modules?
3.4
How did you like designing/restructuring the curriculum?
How did you like collaboration with colleagues from other languages 3
What did you think of the collaboration between teachers from the language centre and language departments?
3.7
Use of ICT
How useful did you find the use of a Nestor (Blackboard) course for the project?
How useful did you the ICT-training provided during the project?
3.2
How useful do you find the use of Nestor (Blackboard) for language learning courses?
3.8
How useful do find the use of Wimba and other tools for language learning courses
3.6

15. Project evaluation Positive
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Project evaluation
Positive
Large-scale innovation: many modules, all languages, all teachers
Re-use of materials between modules
Contacts between language teachers
Increased understanding of critical issues
Climate for language teaching
Increased use of technological infrastructure
Uncertain
Adaptation of materials by colleagues
Differences in ICT-skills remain
Differences in quality of design
Structural collaboration between language centre and language departments
Appreciation of materials by students

16. Examples of materials developed
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Examples of materials developed
English minor
Spanish IE&B
French major

17. 11/20/2018
References
Barr, David. ICT - Integrating Computers into Teaching: Creating a Computer-Based Language Learning Environment. Bern: Peter Lang, 2004.
Bax, Stephen. "CALL - past, present and future." System 31 (2003):
Collis, Betty and Jef Moonen. Flexible Learning in a Digital World. Abingdon, Oxon: RoutledgeFalmer, 2001.
Laurillard, Diana. Rethinking University Teaching 2nd Edition: A Conversational Framework for the Effective Use of Learning Technologies. 2nd edition ed. London: Routledge Farmer, 2002.
Levy, Mike and Glenn Stockwell. CALL Dimensions: Options and Issues in Computer-Assisted Language Learning. ESL & Applied Linguistics Professional Series. Lawrence Erlbaum Associates (Bks), 2006.
Salaberry, M. Rafael. "The Use of Technology for Second Language Learning and Teaching: A Retrospective." The Modern Language Journal 85.i (2001):
Taalas, Peppi. Change in the Making: Strategic and Pedagogical Aspects of Technology Integration in Language Teaching - Towards Multimodal Language Learning Environments. Jyväskylä: Centre for Apllied Language Studies, 2005.

18. Thank you for your attention
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Thank you for your attention