Running head: APPLYING THE CONSTRUCTIVIST THEORY

Applying the Constructivist Theory: A Case Study in Using an iPad to Learn French Greeting Words Amal Alshehri & Abrar Ajinah The University of Texas at San Antonio December 3, 2012 IST 5003

APPLYING THE CONSTRUCTIVIST THEORY Abstract The purpose of the case study is to explain how iPads applications facilitate learning three French greeting words. This paper discusses some significant learning strategies that is

supported with a literature review, which includes related theory and researchers views based on their studies. The participant was a ten-year-old girl who was using an iPad to learn the three French greeting words as a task of this study. The methodology used for this case study was data collection through observation and qualitative analysis. The paper also shows unexpected problems that happened through the processes of learning and offers explanation of how the participant coped up with them. A comprehensive discussion of the procedures and results will also be given.

APPLYING THE CONSTRUCTIVIST THEORY Applying the Constructivist Theory: A Case Study in Using an iPad to Learn French Greeting Words Introduction The purpose of this paper is to describe how a10 year old female learned three French greeting words, which are Merci , Au revoir, and bonjour to explain how using an iPad

applications as digital technological tools affected the learning process positively and to examine how using iPad applications may facilitate the learning process in a short time. Using iPads, which first were introduced in early 2010, provides the learners with the best outcomes from center work such as literacy (Dobler, 2011). Moreover, the study intends to investigate how the self-learning process may occur and develop in this content by applying Constructivism theory. According to Reagan (1999) studies of the social nature of language learning and acquisition are increasingly grounded in constructivist epistemological positions.(p.417). In this case study we focused on learning the greeting words in French. This might help the participant to distinguish the difference between languages by using greeting words which may also give the participant the opportunity to be able to greet people who speak French. Furthermore, the greeting words in any language are the basics that allow the learner of this particular language to learn other words and then sentences. Through this paper, we address these research questions: What level of French proficiency did the child gain during that interaction with the iPad? How did the participant coped with technological 'problems' she met? Literature Review The impact of using technology in learning especially in teaching foreign languages is varied. Throughout the previous decade, researches have continued to show that digital

APPLYING THE CONSTRUCTIVIST THEORY technology including iPad apps help in enhancing literacy developments and have a positive impact on language acquisition. According to Hutchison, Beschorner and Schmidt-Crawford (2012), The iPad has unique capabilities that were unparalleled prior to its introduction. It has

unique affordances, such as a multi touch screen and a seemingly endless variety of applications, that promote previously unseen possibilities for mobile learning French language from phrase teaching apps to flashcard apps, to dictionaries and translation tools(p.15). Moreover many studies indicate that children can successfully learn a foreign language through constructive approach. According to Crawford (2003), Communicative approaches to second-language acquisition are based on concepts, theories, and hypotheses that converge around the constructivist paradigm (p.152). Methods and Materials For this study the descriptive research method will be utilized. In addition, the only participant in this study is a 10- year-old, non-French speaking girl whose name is Sara, who speaks English but Arabic is her first language. We chose this girl because we were sure she did not know any French words we also selected 10- year-old because we were not sure how familiar she was with the iPad. The participant was supposed to learn three French greeting words, the words are: bonjour, merci, and au revoir. In order to facilitate this task, some technological tools were incorporated into this learning words process. We offered her with an ipad2 with Internet including YouTube, Google, and a Dictionary app. During the procedures, a video camera was recording the participant discovering ways to achieve the task. Finally, to confirm whether she learned the words or not, the participant was provided with a matching worksheet.(see appendix A).

APPLYING THE CONSTRUCTIVIST THEORY Results Before starting the task we asked Sara whether she knows any French words, but her answer was no. At the beginning of the task she used some tools that we offered to her. Interestingly, we noticed that even while we were taking to her in Arabic, she was learning in English. The first thing she started learning from was Google. She entered words in French and she found a web site with a list of many words in French that she started scanning through to find the targeted words. Then she read them aloud with incorrect pronunciation. She did not recognize yet the differences between the English and French languages. For example in the

word Au revoir and Merci she pronounced the letter r as she would in English based on her prior knowledge without noticing the differences between the two languages. Then she used a dictionary application on the iPad that has a pronunciation feature. After numbers of attempts she found two words that she could listen to their pronunciation, but she failed to find the third one. Therefore, she ignored the third word and skipped that to search in the YouTube to find song. After many videos she got a suitable one which contains some greeting words and repeating features. She was repeating the three words aloud with correct pronunciation. The following action was watching a short clip including conversation that used the learned words in different situations and other different new words. She was recalling the three words and the new words: I think I heard this word in the song she said. Finally she was provided with a matching words worksheet, (Appendix A) to express whether she learned and memorized the words. The result was that the girl successfully matched the words correctly. After recording, we asked her to tell us the words she learned; she recalled two words Merci and Au revoir and she forgot the word bonjour.

APPLYING THE CONSTRUCTIVIST THEORY Discussion In this study of learning the French greeting words, technology tools were effective because it offered different methods to teach the three greeting words. Also it gives a clear explanation of the subject in short time. Moreover, the three tools we used were easy and short, and motivated her because they were entertaining and intended specifically to teach the three greeting words. Additionally these tools are effective because they combine learning, entertainment and engagement. Crouch et al. (2004) argue that learning is enhanced by increasing the learner engagement through using effective tools. This was evident in Saras was motivation to learn. She was capable of using the iPad of course because this generation is captivated with technology and because they are more acclimated to different types of play such as video games and Internet. Research shows that in70% of tablet owning households children used devices. However, the girls online searching skills were a little bit limited because she did

not use the correct key words and was lead too general information. Possibly, the reason for this limitation is that children of her age do not have those skills developed yet for this reason searching and locating information from Google engine require critical thinking skills that should be learned in schools(why cant kids, 2011). In addition, she read the words incorrectly from the web site she found because she used her prior knowledge of reading English letters which is a kind of assimilation. Additionally, using the English to French online dictionary was more helpful than Google because she typed the targeted words and listened to the pronunciation. Indeed, teachers highly recommend using online dictionaries in order to influence their students' knowledge and use of language learning resources positively (Pasfield-Neofitou, 2009). In fact, listening to the YouTube song that has a repetition feature was helpful since Sara was repeating the targeted words in a fun and enjoyable way. Lastly, she used an application called Doki which

APPLYING THE CONSTRUCTIVIST THEORY offers short learning stories about the greeting words in French, which contains conversations including the three words offered in different sentences. The girl was responsible for finding the

correct information she was searching and reading and she self-selected when to change tools for more suitable one. Conclusion In short, the main target of this study was to explain how iPads applications facilitate learning three French greeting words, which are bonjour, merci, and au revoir based on selflearning. Constructing the childrens new knowledge counts on their past knowledge is one of the most effective ways to learn new words (Reagan, 1999). Indeed, the iPads contain audio, videos, images, and animations which are considered as significant parts of a child interests. In fact being interested in using technological tools such as iPads lead to motivate the children to learn, keeps them engaged in the lesson, allows them to interact positively with the given content, and helps them to memorize the learned words quickly in a fun way (Elizabeth, 2011). Additionally, some elements were noticed during the study such as the significant role of using more than one sense in the learning process that makes the new information more memorable. Even though, this study focus on the benefits of the use of the iPads on learning words further studies that include statistics are still needed to prove the advantages for accurate outcomes.

APPLYING THE CONSTRUCTIVIST THEORY References Crawford, A. (2003). Communicative approaches to second-language acquisition: the bridge to

second-language literacy. In G.G. Garca (Ed.), English Learners (pp. 152-181). Newark, DE: International Reading Association. Crouch, C., Fagen, A. P., Callan, J. P., & Mazur, E. (2004). Classroom demonstrations: Learning tools or entertainment? American Journal of Physics, 72(devil), 835. doi: 10.1119/1.1707018 Dylak, S., & Kaczmarska, D. (2001). Media and children: Foreign language, technology, and science. TechTrends,45(6), 35-39. doi: 10.1007/BF02772020 Elizabeth, D. (2011). Using iPads to promote literacy in the primary grades. Reading Today, 29(3), 18. Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy learning. Reading Teacher, 66(1), 15-23. iPad usage statistics. (2012, April 10). iPad News. Retrieved from http://www.ipadnews.nl/tag/ipad-usage-statistics/ Pasfield-Neofitou, S. (2009). Paper, electronic or online? different dictionaries for different activities. Babel, 43(2), 12-18. Reagan, T. (1999). Constructivist epistemology and Second/Foreign language pedagogy. Foreign Language Annals, 32(4), 413-425. doi: 10.1111/j.1944-9720.1999.tb00872.x

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Why cant kids search? 10 tips to develop better search skills.(2011). NovaNews. Retrieved from http://novanews19.wordpress.com/2011/11/23/why-cant-kids-search-10-tips-to-developbetter-search-skills/

APPLYING THE CONSTRUCTIVIST THEORY Appendix A Match the French greeting word with its synonym in English:

10

1____Bonjour

A. Good Bye

2____Au Revoir

B. Thank you

3____Merci

C. Hello