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Ger/ Span/Ling 487 Computer Assisted Language Learning Susanne Rott, srott@uic.edu UH 1731, 3-2317 Office Hours: T/TR: 10-11, or by appointement Skype : Ger/Ling/Span487 Spring 2012 RA: Adam Gacs, agacs2@uic.edu UH 1522 Office Hours: T 1-3 pm in GH 304

Course Website: http://ling487call.weebly.com/ Buy a travel drive/ jump rive/memory stick and headphones with microphone (headsets can also be checked out form GH 306); (SD Memory card for Video Camera), Battery (AAA) for Digital Voice Recorder (check out from GH 306) Objectives of the Course Understand foreign language multimedia in the context of current SLA theories and research. Evaluate how the use of multimedia can support language acquisition. Evaluate how current multimedia applications support language learning and teaching. Identify and explore current sources on CALL, including books, journals, and Internet resources. Explain the rationales for pedagogical choices in CALL activities. Identify contributions and limitations of empirical research on CALL. Develop multimedia activities and increase skill and confidence in using Internet resources and software for constructing Web pages and learning activities. Conduct a pilot study investigating CALL (not required).

Materials development focuses on task-based instruction, task complexity, and the use of social-networking technologies. There will be little focus on mobile technologies, gaming, drills. Readings: All texts are in BB. You do not have to print the articles but take good notes and open the article on the computer when you come to class. Further readings (not read in class): Chapelle, C., & Jamieson, J. (2008). Tips for teaching with CALL. Practical approaches to computer assisted language learning. White Plains: PearsonLongman. This text provides an overview of programs, software, shareware. Hanson-Smith, E. , & Rilling, S. (2007). Language learning through technology. Baltimore: TESOL.

2 Important resources: Research: subscribe to: Language Learning & Technology: http://llt.msu.edu/; read the Emerging Technologies section. Tech training: http://www.lynda.com which is free for UIC students: http://www.uic.edu/depts/accc/training.html/ National Foreign Language Resource Centers: http://nflrc.msu.edu/lrcs.php; Tech Therapy podcasts for higher education: http://itunes.apple.com/us/podcast/chronicle-higher-education/id261225205 Assignments and Grading Discussion questions (wiki or other tool): 3% Concept wiki: 7% Class participation: 10% 3 Podcasts (due April 9): 15% 1 CALL activity reviews (due March 12): 15% Playground website (due April 16): 5% Preliminary proposal of final project (due March 5): 5 % Final project presentation 15% Final Paper/Research study (due May 2 at noon): 25% (10% for Website; 15% for Paper) Course Policies: All written work must meet academic standards. Late work will not be accepted. Participants share the responsibility with the instructor to ask questions to make sure that instructions and ideas are clear. The university Code of Academic Honesty is in effect (no cheating, copying works without citing them, etc.) Disability: Students with disabilities who require accommodations for access and participation in this course must be registered with the Office of Disability (ODS). Please contact ODS at 312/413-2103 (voice) or 312/413-0123 (TTY). Participation: I expect from students that they make every effort to contribute meaningfully to planned and spontaneous discussions and that they consciously create and exploit opportunities for personally relevant learning. Contributions should refer to readings, SLA theory and research, not on personal teaching experiences alone. Attendance alone is not sufficient. Explanation of Assignments (this seems complex at first sight ;-) Create a NEW google account: Your login should be your first name and CALL487, e.g.: SusanneCALL487 Discussion questions for each week's readings: Post three (3) questions to stimulate a class discussions of readings. Questions must be posted before midnight of the day they are discussed in class. Read through your classmates questions and be prepared to pose your question during class and refer to other students questions. Questions need to be posted under the DISCUSSION tab for the appropriate topic: http://slaconcepts2012.wikispaces.com/ . Occasionally you will post your responses to reading or questions on other online tools, such as voxopop, voicethread, etc. Rationale: When you assign readings to your students, how can you ensure that students have thought/reflected about the content

3 they read at home? Posing questions requires some kind of understanding/reflection about the content. Requiring the posting of questions shows you (instructor) that reflection has happened. Concepts from 2 readings: You are responsible to post theoretical concepts (SLA, cognition, multimedia) and their definitions (perhaps also examples?), the research questions and the findings of empirical investigations, in a wiki. This wiki will serve as a reference for the entire class. Proper citation (APA style) is required. You will be completing this assignment with classmates and therefore all of you are responsible for the product. Concepts need to be posted in the wiki before midnight of the day they are discussed in class. Start early so that your collaborative product is ready for class. Wiki: http://slaconcepts2012.wikispaces.com/ Sign up for the readings under the "Who is in charge of what" tab. Use your CALL487 alias. Rationale: Students will learn many new concepts in class and will learn about research findings. These concepts and findings will be needed for writing the final paper. Therefore, keeping track of concepts is essential. A concept wiki is a cooperative reference tool to manage the content of the course and facilitate writing the final paper. Additionally, students will gain first-hand experience collaborating on a task. Review of 1 website: Critically review one language learning website using the theoretical concepts and empirical findings introduced in the course readings (or from other SLA courses). You can use the concept wiki as a reference. Focus on one or two different skills we have discussed so far. Post your review on the blog http://487techblog.blogspot.com/ by March 12. Rationale: It is essential to use SLA theory and research to determine the effectiveness of online learning websites. In this review task students demonstrate that they can apply their theoretical knowledge to critically analyze teaching. Podcasting: During the course of the semester you are expected to create 3 podcasts with audacity that need to be posted online on podomatic: https://www.podomatic.com/user/register. These podcasts should be about three different aspects: a) language samples as input, b) language samples with a focus on pragmatics, c) cultural content you think is essential for your class. Each podcast should include sound effects and not be longer than 5 minutes. Podcasts need to be completed by April 9. Link your podcast site to your Playground site (see below). Rationale: Podcasting can be used for a variety of purposes in language learning and teaching. With this assignment you show how podcasting can be used as a teaching tool to provide students with input. Web Page (playground on Weebly): This is your practice site where you develop sample materials during class or outside of class. Ideally you create activities that you will be able to use for teaching or your final project. Therefore, choose one topic (but not required). Create an extra page for each topic/hands-on class session linked to the home page. Link your Delicious link collection to the playground page (use Tags that are important for your class, e.g, dictionary, news magazines, travel, food, etc.). You may reuse these materials in your final project. This website will only be assessed if it will make a difference in your final grade. The site is due April 16. Rationale: this site demonstrates that students have participated during class time and have a working knowledge about the software introduced in class. If the computer or software did not work optimally during class, you may have to practice outside of class or during tutoring hours. Final Paper and Web project: Depending on your goal for the class, choose one of the two options: a) conduct a pilot study, or a replications of a CALL activity (research project with language students as participants) and write it up (15-18 pages);

4 b) create a well thought through web- based task on a specific topic; your task needs to include a strategy training tutorial and a Jing-based technology tutorial for students; write a 12 page paper that explains the research and theory you applied to create the individual task components. Due May 2 at noon. Final papers need to be written in Google Documents. Rationale: I will be able to see the different versions of your paper and that you went trough a process of writing and editing. Share the document with Ling487@gmail.com. Preliminary proposal of final project: Type a one-page outline of your final project: include the learning goal and rationale for each sub-task and which technology you are planning to use. Make sure the subtasks build on one another and include written and oral input, opportunities for output and interaction, and a focus on grammar and vocabulary. Due March 5. Final project presentation: You will present your final project in front of the class using Power Point or Prezi (10-15 min). The presentation needs to include animated bullet points (PP). This will be followed by a five minute Q&A. Request passwords for the programs and software listed in the middle column of the syllabus: Do it at least one week in advance, in case problems occur! Bring passwords to class! How much time will you need to spend on this course each week: Reading articles and looking at online sample materials: 3-4 hours Hands-on technology: 1-2 hours to practice with the software All readings are posted in BB. Reference to chapters: Arnold, N., & Ducate,, L. (2011). Present and Future Promises of CALL: From Theory and Research to New Directions in Language Teaching. Calico. Tentative schedule Week Week 1 January 9 Introduction Technology and Accounts
Create accounts: google.com diigo.com http://del.icio.us/ Paint on windows

Topics and Readings Introduction: What is Web 2.0; Social Networking? Cloud computing What is a wiki? Blended Learning How to read research studies. Technology: Wikispaces: Wiki: http://slaconcepts2012.wikispaces.com/ How to use Paint in Windows to highlight, circle, convert to jpeg, etc.

5 Social bookmarking: delicious (as a reference tool for your students) Cloud computing: diigo (depository for your own use) Homework: Ongoing: Collect pictures, videos, texts, and podcasts for the topic you are going to create materials for. Always bring them to class (jumpdrive) Explore: What is a wiki? http://www.youtube.com/watch?v=-dnL00TdmLY What is Web 2.0: http://www.youtube.com/watch?v=6a_KF7TYKVc Reference: (not assigned) Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. LLT, 2, 21-39. : http://llt.msu.edu/vol2num1/pdf/article1.pdf Frank et al. (2008). Literature review on technology use for foreign language learning. Technical Details, http://www.casl.umd.edu/sites/default/files/Frank08_RoleofTechnology.pdf Week 2-no class MLK holiday Week 3 January 23

Explore if you want: http://evernote.com/ Picnik: http://www.picnik.com/app Windows: snipping tool

Create account: weebly.com http://embedit.in/ Polling: http://www.polleverywhere. com/#video

Task-Based Instruction (TBI) and Multimedia Theory Doughty, C. & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning. LLT, 7, 50-80. Brnken,R., Plass, J.L., & Leutner, D. (2004). Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects. Instructional Science, 32, 115-132. Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1-21.

6 Technology: Playground creation with Weebly: bring jumpdrive with pictures, URLs of texts, and YouTube clips; link delicious Week 4 January 30
Vocabulary gloss maker: http://languagecenter.cla.umn.edu/l cdev/makers/gloss/ Dictation: http://listenandwrite.com/ WordChamp: http://www.wordchamp.com/ Jing: http://www.techsmith.com/jing/ Reading : http://deeperweb.com/ Hot Potatoes: reading http://web.uvic.ca/hrd/halfbaked/

Written Input to build a functional language system Chun, D. (2011). CALL Technologies for L2 Reading Post Web 2.0, Chapter 5 Al-Sheri, S., & Gitsaki, C. (2010). Online reading: A preliminary study of the impact of integrated and split-attention formats on L2 students' cognitive load. ReCALL, 22, 356-375. Technology: Playground site in Weebly: dictionary widgets; Word reference: http://www.wordreference.com/tools/mini/index.aspx; http://www.educationatlas.com/dict/dictionary-signup.html http://dict.tu-chemnitz.de/doc/use.en.html Jing: audio-text input, Learning to spelling: listen-to-write Timed reading-HotPot Analyze text for frequency word list

Vocabulary profiler: http://www4.caes.hku.hk/vocabula ry/profile.htm Explore if you want:

Like Jing: Screenr: http://www.screenr.com/

Week 5 February 6

Vocabulary and Multi-word expressions

Hot Potatoes: matching, integration of audio http://web.uvic.ca/hrd/halfbaked/ Prezi http://prezi.com/index/ Digital voice recorder for podcasts

Horst, M., Cobb, T. , & Nicolae, I. (2005). Expending academic vocabulary with an interactive on-line database. LLT, 90, p. 90-110: http://llt.msu.edu/vol9num2/pdf/horst.pdf Sydorenko, T. (2010). Modality of input and vocabulary acquisition. LLT, 14, 50-73: http://llt.msu.edu/vol14num2/sydorenko.pdf

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Explore if you want: CLEAR: http://clear.msu.edu/clear/store/pro ducts.php? product_category=online

Technology: MWUs: http://corpora.uni-leipzig.de/ Creating learning strategy tutorial with Prezi Find good online dictionaries in the TL you are teaching. Provide on your website instructions on how to use them. Point out pitfalls. Hot Potato activities, Prezi, How to make recordings with digital voice recorder Input to build a functional language system: audio and video Robin, R. (2011). Listening Comprehension in the Age of Web 2.0, Chapter 4 Cross, J. (2011). Comprehending news videotexts: The influence if the visual content. LLT, 15, 44-68. http://llt.msu.edu/issues/june2011/cross.pdf Technology: Podomatic, Audacity , ESL video, collects student responses about video, audio,
text, opinion

Week 6 February 13

Create accounts: Audacity (download; and Lame 3 encoder) : http://audacity.sourceforge.net/ Podomatic: https://www.podomatic.com/us er/register ESL Video http://www.eslvideo.com/create _quiz.php Answergarden: http://answergarden.ch/d emonstration/

Week 7 February 20

Create accounts: Voicethread.com Spoken discussion board: Voxopop: http://www.voxopop.com/signup Skype.com Google chat

Computer Mediated Communication Abrams, Z. (2011). Interpersonal Communication in Intracultural CMC. Chapter 3. Pelletieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In M. Warschauer and R. Kern (Eds.), Network-based language teaching: concepts and practice (pp. 59-86). New York: Cambridge University Press.

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Explore if you want: Podbean http://www.podbean.com/ Buzzsprout http://www.buzzsprout.com/

Sun, Y. (2009). Voice blog: An exploratory study of language learning. LLT, 13, 88-103. http://llt.msu.edu/vol13num2/sun.pdf Homework: Participate in voicethread and voxopop Technology:

Week 8 February 27

Hot Potatoes: http://web.uvic.ca/hrd/halfbaked/ PP animations Slideshare http://www.slideshare.net/

Audacity 2; Voicethread, Voxopop, Google-chat, Skype Grammar and multimedia learning Collentine, J. (2000). Insights into the construction of grammatical knowledge provided by user-behavior tracking technologies. LLT, 2, 44-57. Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language Learning & Technology, 13(1), 96120. Retrieved from http://llt.msu.edu/vol13num1/sauro.pdf Technology: Power Point animations, Slideshare, HotPot grammar exercises; integrating grammar references: http://www.icalweb.com/wiki/index.php?title=Category:Grammar http://www.whitesmoke.com/grammar Grimm grammar: http://tltc.la.utexas.edu/gg/gr/index.html Canoo: http://www.canoo.net/index.html

Week 9 March 5 Final Project proposal due

Create Accounts:
Google docs MS tracking

Writing Elola, I., & Oskoz, A. (2011). Writing Between the Lines: Acquiring the Presentational Mode through Social Tools, Chapter 6. Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. LLT, 13, 79-95. Technology:

Pre-writing: Mindmeister: http://www.mindmeister. com/ Posters: text and pics: http://edu.glogster.com/

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photos + tiles: http://www.mixbook.com/ photo-books magazine: http://www.scoop.it/

Pre-writing; student projects, BB safe assignment, Feedback: MS tracking, color coded feedback

Week 10 March 12 Review due

Google maps GIS: http://www2.uic.edu/classes/ling/li ng487/yamsINC/GIS/foodies.html

Pragmatics and intercultural competence Guth, S., & Helm, F. (2011). Teaching Culture through CALL. Chapter 7. Belz,J. & Vyatkina, n. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. CMLR, 62, 17-48. Technology: Student projects: Google Maps: http://www.uic.edu/depts/lclc/media/documentation/Web090427GoogleMaps27Apr09.pdf About Cultura: http://cultura.mit.edu/community/index/cid/1 CARLA Website: Read for Researchers, Instructors and Students http://www.carla.umn.edu/speechacts/sp_pragmatics/for_researchers.html Speech Acts: http://www.carla.umn.edu/speechacts/research.html

Subtitle videos: http://urusoft.net/home.p hp?lang=1

Spring Break Week 11 March 26 No class Week 12 April 2

Youtube.com

Learn to use a digital camera, make short film, post it on youtube

Student projects: Text to speech movie: http://www.xtranormal.com/make movies/ HotPot crossword Puzzles

Gaming and Pronunciation Sykes, L., & Holden, C. (2011). Communities: Exploring Digital Games and Social Networking. Chapter 10. OBrien, M.G. (2011). Teaching and Assessing Pronunciation with Computer Technology. Chapter 12.

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Webconferencing: http://bigbluebutton.org/

Week 13 April 9 Podcasts due

Concordancing tool (create your own corpus): http://www.adelaide.edu.au/red/adt at/, http://textworld.com/scp/

Autonomous Learning Lee, L. (2011). Blogging; Promoting autonomy and intercultural competence through study abroad. LLT, 15, 87-109. http://llt.msu.edu/issues/october2011/lee.pdf Park, K., & Kinginger, C. (2010). Writing/Thinking in real time: Digital video and corpus query analysis. LLT, 14, 31-50. http://llt.msu.edu/vol14num3/parkkinginger.pdf Technology: create your own corpus

Week 14 April 16 Playground due Week 15: April 23 Finals week

12 Project presentations

Final Project presentation 12 presenters per session Final Paper: May 2 at noon