TASK 2: ATICLE REVIEW #2

TOPIC: READING AUTHENTIC EFL TEXT USING VISUALIZATION AND ADVANCE ORGANIZERS IN A MULTIMEDIA LEARNING ENVIRONMENT

AUTHOR (S): Huifen Lin &Tsuiping Chen

JOURNAL: Language Learning & Technology

VOLUME: Vol.11, No.3, October 2007, pp. 83-106

LINK: http://llt.msu.edu/vol11num3/linchen/default.html

This article carried by Huifen Lin and Tsuiping Chen from Kun Shan University, Taiwan basically intended to figure out the effectiveness of having the use of visualization and advance organizers in enhancing comprehension in EFL learning environments. This involved students’ reading proficiency level on their reading comprehension achievement. For the sampling, students from two different EFL reading sections were tested on their reading proficiency and then randomly assigned to one of four computer-based instructional modules plus question advance organizer. As the fundamental of this research, they refer to the dual-coding theory by Paivio (1971, 1978, 1990, 1991) of theoretical justifications for the use of visuals in the instructional presentations. This theory claims that human memory is composed of two independent but interconnected coding systems. In other words, it refers to the ability of reading and comprehension proficiency. Another theory on this visual aids claim that the systems is self-functioning independently but requires connections and reinforcement (Lai, 2000). That is on visualization. On the advance organizer, according to Ausubel (Ausubel, 1963), an advance organizer is defined as an instructional unit which introduced in advance of direct instruction. Meanwhile, Kloster and Winnie (1989) suggest that advance organizers may promote learning since learners are supplied with new cognitive structure. This also means that learners would have the time to planning for their learning outcomes. Researchers also mentioned about animation as the visualization in instruction whereby it could present visible abstract concepts. Based from those theories and issues, they then narrow down their goals of research on finding the relative effects of different cognitive strategies combining with the advance organizers and visualization on ESL/EFL learner’s reading comprehension of a multimedia-based authentic text and how the cognitive strategies, visual embedded with advance organizers in a multimedia –based authentic text, balance for low reading. This research was participated by 115 sophomores (20 males and 95 females) of two sections of an intermediate EFL reading course at a private university in Taiwan. Then, the four computer-based modules were developed for the study. All of them consist identical instructional content for them. The modules are static visual alone (SV), animated visual aloe (AN), animated visual plus descriptive advance organizer (A+D), and animated visual plus question advance organizer (A+Q). There are two stages in the procedure. The first one is the instructor provided students with simplified readings in order to provide students with the general background knowledge. The second stage was then conducted in a multimedia language lab during class hours. The result based from the modules found that animation embedded with a question advance organizer is more effective than static visuals alone, animated visuals were found to be equally effective as static visuals, a question advance organizer is only more effective than a descriptive advance organizer and the last one, advance organizers of either type to accompany the animation did have marginal effect compared to not providing them at all. In other words, the use of animation has no side effect with the comprehension of authentic reading materials. So, static visualization is found to be effective in assisting learner’s comprehension of the material.

To be realistic, I am aware that students nowadays are belong to the visual generation. They would be more enthusiastic in visualization mostly in PNP activity. For example, literature textbooks in school now are filled in with pictures. During my school days, visual aids are not really taken seriously into any reading materials or even in the lesson. By that, I conclude that visualization can improve the PNP. However, we have to bear in mind that the visualization is not the priority in learning English. It is functioning as the enhancer or side dish for the main course, appetizer I shall say. Well, that is the basic. I am also aware that teachers nowadays make a full use of multimedia as their aid for class activity as in the lesson plan. Teachers are using more courseware as in CD-ROM in their PNP. It is believed as even the ministry has taken this into serious matter. Believe it or not it has become important in language subject especially. Until now, there is no complain for nobody. It shows and proven us that is has no harm or side effect in language learning. So, by using such technology, students would be more aware since the visual would directly go through their eyes and mind. Besides that, by using visual aid also, teachers can lead students into creative and critical thinking and enriching their vocabulary based from the visual aids prepared. What else can we argue about the effectiveness of it rather than use it then.

TASK 2: ARTICLE REVIEW

TOPIC: The Use of Technology in Second or Foreign Language Teaching and Learning

COMPUTER-MEDIATED COMMUNICATION IN FOREIGN
LANGUAGE LEARNING:
A CASE OF THE STUDENTS OF JAPANESE

Authors: Yuko Ramzan and Ritsuko Saito

Modern Languages Program, University of Wollongong, Australia.
email: Yuko_Ramzan@uow.edu.au
email: Ritsuko_Saito@uow.edu.au

http://www.ascilite.org.au/conferences/wollongong98/asc98-pdf/ramzansaito-0066.pdf

This research article highlights the advantages and importance of learning and teaching a foreign language. As in this case, learning Japanese language. It focuses on the use of y-talk in the process. Y-talk is integrative software of multi-user chat service. Nowadays, it is popular as Yahoo Messenger or MSN live chat window which is available on the net. This research involving two different a Japanese university and a Japanese language class at the University of Wollongong. This research will also looks into the effectiveness of having y-talk into language learning in a real-time situation. I other words, live learning. This is happening in a two direct way between language learners and the native speakers. This research was participated by 17 Japanese language major students in a third year level compulsory subject at the University of Wollongong at ranged of 20 to 31. Their first language is English and they are aware of y-talk solely for this subject. These students were assessed to have y-talk pal with the native speakers as their subject requirements once a week. Since this is a collaboration between two universities, they were provided with their partner for each other, which known as temporary Buddy for the subject. The Japanese language learners were required to exchange information with each other and submit their report to their subject coordinator. After that their report in the subject logbook from the students would be collected before they would be called for interview to increase validity, to collect background information from the students, and to clarify what the students wrote in their logbooks. The responses of this interview would be recorded as the research’s result. The result then was divided into three categories of the effectiveness of y-talk. From 17 of participants, fifteen of them had obtained information on Japan and the culture. Besides that, y-talk is seen as a tool for self esteem where by y-talk, they can build their confidence in learning the second language. This happen when they felt that they are in a non-threatening environment and no bias in physical appearances along the way of learning. The researchers then concluded the research by saying that the y-talk has increase language learners motivation and not only did the students have fun, they expressed that they learnt a lot about the language in context while ‘talking’ to their Buddy via a computer.

It is such a shame for of not ever trying to have such method when I was taking my third language subject before, Japanese or Nihon-go. This is an interesting method in developing my third language eventhough I am not really in acquiring it seriously and just for the sake of my programme requirements. That is for my third language subject. So, how such method would help others, English language especially, to master the language? Schools could apply this for the students since everyone has internet connection at home. In order to master the language, learners need to start it at the early age. For example, I believe that school students nowadays have a Facebook account. So, they can manipulate the global network by having their pen-pal or a Buddy as to improve their English. I think it would be great!

TASK 1: COURSEWARE EVALUATION

www.tolearnenglish.com

1. What does the application attempt to “teach”?

At the far most as I am concern, basically, this application is another medium for English language learners to improve and polish their master in that particular language. As why I chose this courseware, I think it suits English teachers and English learners. First example of the application offered is the Placement Test. This application focus on ‘How Good is Your English’. By clicking on the link, users will have the access to a lot of random topic, combined all together, of tests and they could check for their ‘good’ in English from the result. This application is appropriate for secondary school students as it requires them for their comprehension skills and based on form 1 until 5 English syllabuses. Well, I think this application is meant for those who think that their English is very good enough so that they would just have it in the first place rather to look other application available. Besides that, there are also games offered in this web. Users, which I believe most of them would be school students, would have the access of wording games such as Hangaroo, Vowels in Your Bowels, and even crosswords puzzle. It is a very interactive web, as I thought that all of educational web should be, since there a lot of additional activities and social interaction skills would be polished whereby users could have the access for chat room with foreigners’ members in this web, and also joining the forum provided there. Overall, users can have test their grammar and also vocabulary in English just from by this web. Besides that, there is also simulation provided along with the learning activity. Tutorial of the lesson is prepared in optional audio method. This method brings also the benefit to the users on their pronunciation.

2. What sort of things are the application user expected to do with regards to learning the content?

Before I found this web application, I just simply type ‘learning English’ in Yahoo search engine. I intended to seek for a web which I can use to improve my English. As I found this page, I tried all the application offered. Well, pretty much, it had met my expectation of such application I wished for. Without register at first, I can use all of the application there since it is free. The learning contents helped a lot and it also has everything for an English learner. When I found that it also has educational games, then I do expected that it has to do with my quest of enriching my vocabulary. With free access, users can try various kinds of games of vocabulary and grammar. In addition, I also expected to have an application which could help me in pronunciation. Well, I am very surprised where there is link which lead to another tab which automatically opened where that application prepared an audio simulator. I just need to type any sentence I want. Then by clicking ‘play’ button, a voice heard and pronouncing every word I typed. Besides that, it also has other language option if I wanted to hear or learn. Since there is also chat room and forum, I also can practice my English with other people around the world and interact with them through the forum for the sake of my English. However, user need to register and it just for free. For the ‘Leisure Time’ links, it offers loads of jokes where there are thousands of them. Besides, I also can submit one if I have any. Another thing which made me really anxious about this web is it also offers lesson activity for teachers. They are simple and easy to operate by teacher and students. And since I am taking CALL subject, I can conclude that I had found software which enhance on computer assisted language learning!


3. What sorts of computer skills is the application users expected to have in order to operate/ access/ use the application?

Well, since it is an educational web application, users do not really need to have great skills in application usage. Since I am a quite novice computer user, the application in this web does not really seem complicated at all. And I do believe that even school students can operate the application just by themselves. There is option for users whether to register for an account to use some of the application which required them to do so. Even though, we do not want to register, I can consider that a free user can already apply all of the important core applications for language learner. As far as I am concerned with the registration, it is only needed for the users who intended to join in the chat room and forum. So, there is less important to give interest on that. Another skill needed is not more than typing and clicking mouse expertise. After all, the format of the test and exercise provided are al the same as what students usually have during class learning activities. Overall, it is an easy application which suits everyone.

4. While you are ‘playing’/ ‘accessing’/ ‘assessing’ the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self-study?

Surely affirmative! Well, since this is another CALL medium, it resembles alike the learning activity during classroom learning. We can have this kind of situation by as assessing and accessing the Placement Test, Lesson and Exercise, and also Leisure Time application. User would meet a number of tests and exercise which as the same as what teachers usually have for class exercise and tests. Besides, users can check their answers on the spot for the result. During the check, this application will reveal the errors and also the exact answer so that users can make corrections and revise the test. Meanwhile, in the Useful Tool link, users could access to ESL and EFL tools. There are free resources for teachers, access to history and geography of English-speaking countries encyclopedia, and a lot more. Wait till you see and use all the application served! Besides that, games provided are so interesting for users, especially students, of even for 10 years above and they are used to internet surfing and its application. As a former school student, he exercises in the web are so much in common with the real one from the teachers. So, teachers and students could make a full use of this web later on. In the Useful Tool link as well, I found a very interesting link where it is extremely useful for teachers, as well as new teachers as ideas on how to start the very first class. The link which I mean is free-guide ice-breaking and back-to-school guide. It offers loads of guides for teachers to practice. As for my self-study, I do normally make use of jokes and the extra large lesson for my study requirements. Plus, the applications prepared make me feels comfortable of using it since it is easy to operate as well as there are a lot of with what I am usually exposed to in my study activity.

5. Can you pinpoint some theories of language learning and/or teaching underlying the application?

Since this is a language improving application which based of exercises and tests, it meets the theory of drills in language learning. Drills mean users can make use of the exercise again and again as they wish until they could score the highest and perfect result. The errors and correction available after the finish a set of question is basically to motivate them to drill themselves. Another theories connected to this web is “operations or steps used by a learner that will facilitate the acquisition, storage, retrieval or use of information” (O’Malley et al (1985) (http://www.crie.org.nz/research_paper/c_griffiths_op1.pdf). what I can conclude by this is this web offers step by step learning where users can use the exercises and test accordingly to the topic. When a topic they manage to cover, then they can continue to the next one. Stephen Krashen mentions that language learning requires the monitor hypothesis during the process. However, the only person who can monitor the progress is the user itself. This also means that during the checking process, they can monitor their own progress. To make it more interesting, parents can make use of this page to their children and they can be the person who monitors their kid’s achievement.

6. How well is the constructivist theory of learning applied to the chosen websites?

As far as I am concern, constructivist theory is about learning through experiences. So, how this theory link to my chosen website? It is easy. Whatever students, as the users, learned during classroom with their teachers, they can apply them back using this web through the exercise and tests. By this, they can discover by themselves of their own understanding on the topic they had learn. I believe that this website’s exercises and tests cover everything which English language learners would have in their process. Besides that, games available are also can test the users to manipulate their language learning experiences.

7. In 1980’s and early 1990’s, there was a major debate on ‘whether the computer was “master” of or “slave” to the learning process’ (Higgins and Johns, 1984). In relation to your evaluation – was the computer a replacement for teachers, or merely an obedient servant to students?

Honestly, computer is an obedient servant to students. Why so? Students still need teachers if they wanted to consult for something. They would need more on explanation rather than finding their errors right away. Learning alone without experiences and knowledge is useless since they have no references at all to convince their own selves. Whatever any website of language learning application are just another medium and method for students to have drill and home-based exercises rather than to evaluate themselves. Even though they can mark and get result by those applications, it follows what the students desired to. Parts from that, those applications are programmed by human. So, if they have any inquiries upon having problems, they still need to seek for the person who operates it. In this case, teachers are their best solution.

8. Would you like to use the application yourself in your future work?

Since this application website and its application have a lot to offer, I will surely make the full use of it later on in my work. First of all, as a future, its contents would help me a lot for my preparation for class exercises, tests and also learning activities. Secondly, I would suggest this website for students for their home-based exercise. And I would also take items as lesson and games to have it during my class. Thirdly, since it has interactive programme which allow me to submit my ideas on jokes, and even in the forum, I could also involved in the site.

Suggestions/Recommendation

However, this site has its own lack. It is two language application, in French, and its somehow would be confusing for users. With the proper guide to the users, or make used of the application, I believe that there would be no major problem of applying it. In addition, besides of having tests, exercises and games, there are a lot of other things available. Nevertheless, we have to look at it and use what it has to offer in the first place.