Reading Reflection #3

Article: Theory and Research: Autonomy and Language Learning.. by.. Healey

According to Healey, an autonomous learner means a learner who can take some control over his/her learning. Some terms with a similar meaning to autonomy are learner independence, self-direction, and self-management. Autonomy is one of the preferred features in learning a language; therefore, much work has been done to find ways to encourage autonomous learning (Healey, 2007, p. 378) However, some issues of concerns in promoting autonomous learning are: setting, learning styles and strategies, age, individual versus group work, control and locus of power, cultural relevance.

Later on the article discusses the four perspectives on autonomy described by Oxford to CALL environments. Oxford’s four perspectives include technical, psychological, sociocultural and political-critical. The technical perspective is discussed in two issues: issue of setting and issue of content. In the issue of setting, the author describes four self-directed learning settings ranging from highly structured learning to highly self-directed learning. In the issue of content, the author describes situations where technology can come into play by helping learners to learn a language. In terms of the psychological perspective, Oxford states that self motivation can help learners to become autonomous and many CALL projects namely Web quests, Website, blog or podcast can help with that. The sociocultural perspective looks at learning as interpersonal interaction. Healey points out that even though computers are not full members of learning communities, using computers can help learners work together to create a better understanding of language use. (p. 386). In the political-critical perspective, the author mentions that technology can also shift in the locus of power. Using the internet, foreign language learners are not limited to get data provided by more skilled people locally available. (p. 387)

Healey’s article has confirmed what I have in mind concerning technology can help language learners to become autonomous. To me, learners can become autonomous if they start to take some control of what they do. Working on technology based projects such as creating blog, website or web quests can help these learners to have some control of their own work and it can create self-directed sense for them. In other words, they don’t have to rely on teachers all the time. However, I do realize that just technology is there doesn’t mean autonomy will be magically occurred. It does need good guidance from skilled teachers but absolutely not in the traditional way where teachers have all the controls of every learning moment.

Reading Reflection #2

Article: Getting the Mix Right Again: An update and theoretical rationale for interaction ..by..Anderson

Anderson attempts to define interaction at the beginning of the article since interaction has long been valued in education (Anderson, 2003). There are three modes of interactions: student-teacher, student-student and student-content. The body of the article is mainly used to discuss the equivalency of interaction among student interaction, teacher interaction and content interaction. Anderson believes that getting the mix right means balancing the three interactions in a way that it’s most cost effective and meets global demand for effective and affordable lifelong learning opportunities. Towards the end of his article, he gives examples of applying the equivalency theorem to popular education delivery modes.

Having read Anderson’s article, it got me thinking about how we, teachers who are interested in working with non-traditional classrooms, should really be careful of getting the balance right. For me, long distance learning such as web-based course should require less student-teacher interaction and require more of student-content interaction because one of the objectives of long distance learning is to save teacher time. Then, teachers can use their valuable time in planning, designing and evaluating courses. Now, there might be a question about teacher’s feedback. Students need teacher’s feedback.. of course I agree with that. However, I think that could be done periodically and as needed. It doesn’t have to be too frequent.

This is my first time taking an online course. I found that this course provides me with lots of student-content interaction by asking me to read the assigned reading and student-student interaction by asking me to respond to classmates’ blogs. I like the course so far so good.

Website Evaluation

Website Title: The Linguist on Language
Website URL: www.thelinguist.blogs.com
Grade/age level: Adults
Language: The content is presented in English but it’s about learning any language.

The intended purpose of this website is to give help to people who love language but were discourage to have a place where they can ask and discuss how to learn a language. The writer presented a variety of useful ways of learning a language including the use of his own experiences when learning a foreign language. There are many topics on this website that reader can click and read if they are interested in some particular topics. Some example of the topics are “I want to speak better”, “ The Linguist Method”, etc. The reader can respond and post questions they may have on this website as well. One thing I found interesting is that every page I visited, there was a picture of a nice looking native speaker of English (I supposed) in a nice jacket smiling at me. I guess that help ensure readers that this website was written by a native speaker who seems like a qualified linguist. (I don’t know if I am judging a book from its cover!!!) That probably helps some readers to be confident in this website.

In addition, this blog has a link to LingQ which is created for all language learners, from absolute beginners to advanced speakers, from people learning on their own to students in classrooms. LingQ has many features. Readers can download songs to practice English, write to penpal in this cyber community, practice pronunciation and many more. In general the website is easy to use. The navigation and layout are fine. However, the things that need to be improved are the font size(too small) and more colorful looking. Apart from those two, I really think this is another interesting website to check it out.

Reading Reflection

Egbert’s article has provided very good background of computer assisted language learning (CALL). He addressed important points including definitions and principles of CALL, research in CALL, guidelines for using educational technology in language classrooms.

Egbert (2005) gave five guidelines for using educational technology in language classrooms. Those five guidelines are as follows:
1. Use technology to support the pedagogical goals of the class and curriculum.
2. Make the technology accessible to all learners.
3. Use the technology as a tool.
4. Use technology effectively.
5. Use technology efficiently.

In my opinions, these guidelines are very useful and they are something language teachers should keep in mind when designing CALL lessons. For example, guideline #1 basically says that teachers should use computer facility such as a computer lab only when it fits their language lesson plans. They should not use a computer lab only for the reason that the lab is assigned to them on a specific day. Guideline #2 suggests that CALL activities should address more than one types or styles of learning. As we know, language learners come into a classroom with different learning styles and strategies. Some learners may be a visual type learner meaning that they learn best by looking at printed text, graphs, charts, that sort of things. Some other learners may be those who are auditory learners meaning that they learn best by listening and discussing. Therefore, to get the most out of CALL, teachers will have to design CALL activities that could serve most learning styles.

I could go on and on but the point I want to make is that language teachers should use technology as a tool to support language learning. They should not use technology because it’s something that is currently “in fashion” or because everybody is using it. Changing form books and blackboards to computers doesn’t mean much if teachers don’t put their efforts on designing CALL lessons.