2. ICT in ELT Option Tilly Harrison University of Warwick 28th Jan 2011

3. Overview Theoretical Issues (12.00 – 12.10) Overview of Computer as Tutor - Behaviourism (12.10 - 12.30) Introduction to Hot Potatoes (12.30 -1.00) Break (10 mins) Quiz Creation (1.10 – 1.40) Testing out and giving feedback on quizzes made (1.40 – 2.00)

4. Stage1970s–1980s: Structural CALL 1980s–1990s: Communicative CALL 21st century: Integrative CALL TechnologyMainframePCsMultimedia and Internet English-teaching Paradigm Grammar- Translation and Audiolingual Communicative Language Teaching Content-based, ESP / EAP View of languageStructural (a formal structural system) Cognitive (a mentally- constructed system) Socio-cognitive (developed in social interaction) Principal Use of Computers Drill and practice Communicative exercises Authentic Discourse Principal objective AccuracyAnd fluencyAnd agency The Three Stages of CALL (Warschauer, 2000)

5. Stage1970s–1980s: Structural CALL 1980s–1990s: Communicative CALL 21st century: Integrative CALL TechnologyMainframePCsMultimedia and Internet English-teaching Paradigm Grammar- Translation and Audiolingual Communicative Language Teaching Content-based, ESP / EAP View of languageStructural (a formal structural system) Cognitive (a mentally- constructed system) Socio-cognitive (developed in social interaction) Principal Use of Computers Drill and practice Communicative exercises Authentic Discourse Principal objective AccuracyAnd fluencyAnd agency Computer RoleTUTORTOOLMESSENGER The Three Stages of CALL + Benson’s Role of the Computer

6. Language Learning Context What is learnt? Form Functions Four skills Communication Culture TUTOR (rules) TOOL (skills) MESSENGER

7. Computer as Tutor Focus on Form –Grammar Matching Exercises Drills Multiple Choice –Vocabulary Quizzes and gap filling Electronic Dictionaries –Pronunciation

8. Computer as Tool Four skills –Reading – New literacies - hypertexts In the online era, to read is to interpret information and create knowledge from a variety of sources. (Warschauer 2001) –Listening – Multimedia, audio examples –Writing – Word Processing, blogging, e- mail

9. Computer as Messenger Culture –Internet – encyclopaedic resource –key pals – international friends –Webquests – specific awareness raising tasks Communication –e-mail – between peers, to teacher –CMC – more synchronous chat, talky-writing –Weblogs – both reflective and outward looking

10. Stage1970s–1980s: Structural CALL TechnologyMainframe English-teaching Paradigm Grammar-Translation and Audiolingual View of languageStructural (a formal structural system) View of learningBehaviourism (stimulus and response / conditioning / rewards / reinforcement) Principal Use of Computers Drill and practice Principal objective Accuracy Computer RoleTUTOR Based on the Three Stages of CALL + Benson’s Role of the Computer

11. Stage1980s–1990s: Communicative CALL 21st century: Integrative CALL TechnologyPCsMultimedia and Internet English-teaching Paradigm Communicative Language Teaching Content-based, ESP / EAP View of languageCognitive (a mentally- constructed system) Socio-cognitive (developed in social interaction) View of learningLearners have different learning styles Constructivism Principal Use of Computers Communicative exercisesAuthentic Discourse Principal objective And fluencyAnd agency Computer RoleTOOLMESSENGER Based on the Three Stages of CALL + Benson’s Role of the Computer

12. Behaviourism in the classroom Curriculum is a body of predetermined knowledge Content broken into parts (skills) and ordered from simple to complex Observation, explanation, activities and practice will result in learning Building the skills one by one will result in a coherent whole. Learners are passive, need external motivation and reinforcement

13. Computer as Tutor Programmed Instruction Small steps Each step requires a correct response Each step progresses to more advanced work Each learner works at their own pace Good for details about language, not communication

14. Behaviourism and CALL “ a greater proportion [of CALL applications] will be found on the behaviourist end of the continuum stretching toward a constructivist model.” (Beatty, 2003:90)

15. Criticisms of Behaviourism Assumes learner has no background knowledge Control of the learning process is with the teacher / computer Too simplistic for the complex process of language acquisition Focus on drills is boring and demotivating

16. Typical Behaviourist Activities Drills Questions with prepared answers Multiple choice quizzes Gap filling Matching Any exercise where there is an ‘expert’ or correct answer to reach.

17. Discussion Are ‘behaviourist’ activities useful in the EFL classroom? Discuss whether you would use any of the activities we listed and if so, how you would integrate them into a communicative approach.