Presentation on theme: "Developing Interactive Materials for a Network-based Self-access Language Learning Environment By Rita M. Niemann."— Presentation transcript:
Developing Interactive Materials for a Network-based Self-access Language Learning Environment By Rita M. Niemann
Beginnings of Self-access The first Self-access Centres or Resource Centres are developed in the late 1960s/early 1970s. They are library-like collections of audio and video materials.
Motivations for Self-access End of the behaviourism-based audio-lingual approach Introduction of learner-centered communicative approach
Shortcomings of Self-access work Littlewood points to the lack of a clear pedagogical framework in establishing self- access facilities. Unlike with the first language laboratories, setting up self-access was NOT theory driven but has to be seen in the educational concept of ‘autonomy’ (1997: 81).
Self-access Work Pre-communicative work Communicative practice Structured communication Authentic communication 1 Focus on forms 2 Focus on meanings 34 Figure 1: Littlewood 1997
Shortcomings of Self-access „The most problematic area is on the right hand side of the continuum in the domain of productive skills, where the learner requires the kind of message based feedback that the human respondent normally provides.” (Littlewood 1997: 88)
Interactive Network-based Self-access Why do we want IT? What can IT do?
Objectives Supplement and enhance curriculum of German language modules by providing IT- based learning resources Promote autonomous and individualised learning Motivate learners to discover and exploit the potential of the Internet and electronic means of communication for their learning
Methodological Principles Learner-centredness Task-based learning Process orientation
Online Learner Reflection - Attached to only a few exercises - Completed Reflections are saved as data on server - All reflections are accessible to all learners in the class
Quotes from reflections: Comments Student 1: Example:
Quotes from reflections: About Help Student 1: Example:
Quotes from reflections: What did you learn? Student 1: Example:
Quotes from reflections: Comments Student 2: Example:
Quotes from reflections: About Help Student 2: Example:
Quotes from reflections: What did you learn? Student 2: Example:
Tentative Results from Survey Part B: Use of Technology in Learning ONLY – 12 (17.1%) have prior experience in taking an online course – 6 (8.6%) have prior experience with network-based language learning – 16 (22.9%) have prior experience with language learning CD ROMs
Tentative Results from Survey Part C: Evaluation of the Online Coursework – C3: Variety of help functions Completely satisfactory 912.7% Very satisfactory2332.4% Satisfactory2636.6% Not very satisfactory 1014% Not satisfactory22.8% No experience/idea11.4%
Tentative Results from Survey Part C: Evaluation of the Online Coursework – C4: Availability of help functions Completely satisfactory 7 9.9% Very satisfactory2028.2% Satisfactory3042.3% Not very satisfactory 1115.5% Not satisfactory22.8% No experience/idea11.4%
Tentative Results from Survey Part C: Evaluation of the Online Coursework – C7: Reflection form Completely satisfactory 2 2.8% Very satisfactory811.3% Satisfactory3245% Not very satisfactory 1723.9% Not satisfactory79.9% No experience/idea57%
Part D: Overall Evaluation of learning while engaged in Learning activities… – in doing online coursework Completely satisfactory 9 12.7% Very satisfactory1825.4% Satisfactory3346.5% Not very satisfactory 79.9% Not satisfactory45.6% No experience/idea00%
Outlook We are just in the beginning stages of network-based self-access language learning. Future ICT developments will enable higher degree of interactive language learning possibilities in all skill areas.
Current and Future Developments Speech Recognition Audio Conferenceing Video Conferencing Text to speech Speech to text