2. Using genuine learner performance data for the assessment of language ability As web-based and web-enhanced computer technology provides more widely available tools for language learning and teaching, existing technologies such as screen capturing applications should be used for continuous performance assessment. The strategic use of computerized data gathering capabilities can more accurately inform second language teachers, testers, and researchers. Volker Hegelheimer Iowa State University March 13, 2003

3. Overview What we know What we do What we should or could do

4. What we know Interactionist theory of SLA (from Chapelle, 1998)

5. What we know Interactionist theory of SLA (from Chapelle, 1998)

6. What we know Feedback –Nagata, 1993 (intelligent feedback) –Liou, 1993 (drawing attention to errors) –Cardelle & Corno, 1981 (effects on second language learning of variations in written feedback on homework assignments) –More recent examples dealing with feedback all on handout

7. What we know Modification of input –Plass, Chun, Mayer, and Leutner (1998) –Chun and Plass (1996) –White (1998) –Move refs to handout

8. So, we know that … Feedback is important (particularly constructive negative feedback) Opportunities for input modification can enhance language learning

9. …. but What we know What we do What we should or could do

10. What we do Example of a non-native speaker arriving at a university in the U.S. –English Placement Test (EPT) –  Placement into writing class Diagnostic Test 3-5 essays Vocabulary assignment Journal assignment In-class tasks

11. TestsEvaluationFeedback to studentsInput Modification EPTHolisticNone  You have to take English 101 None “Diagnostic”HolisticNone  You have to stay in this course None Class work 3-5 essays, maybe a research paper Holistic, possibly rubricsIn-class, peer editing, draft comments, Possible Vocabulary assignmentQuantitative and qualitativeSomeVaries, possible Journal assignmentHolistic,Some, primarily comments on content None In-class tasksVariedSomePossible, use of online resources and activities

12. …. so What we know What we do What we should or could do

13. What we should/could do How can we inform students, teachers, and researchers? CALL is ideally suited for: –Providing opportunities for input modification –Providing automated, performance-related feedback –Tracking student performance

14. Input modification opportunities Implementation easier with computer technology –LCTLLCTL –Example with overlib.jsExample with overlib.js –Example with Flash (D. Russell) –Example of access to concordancers (and more): Tom Cobb’s Compleat Lexical Tutor (screenshot)Compleat Lexical Tutorscreenshot

15. Providing feedback MIAP LCTL Placement essays

16. Placement essay project Essay Mark-up Feedback End product: database of student essays, marked up, accessible and searchable by grammatical problem

19. Access to placement essay project Students will be able to search by grammatical problems and native language and will have the opportunity to –look at the error –the suggested solutions –suggested sites to address the problem

20. Tracking possibilities Wishful thinking? 1 212 Two sample report cards Camtasia example Software (DynEd)Software

21. …so What is needed it to provide feedback, to provide input modification opportunities, and to gather information about learner use to inform learners and teachers … and … using computers and the internet as the delivery mechanism may be the way to do that