1. Meei-Ling Liaw 廖美玲 English Department National Taichung University
Utilizing Internet Resources and Activities for Learner-Centered EFL Learning
Meei-Ling Liaw 廖美玲
English Department
National Taichung University

2. Jack Richards 30 Years of TESL/TEFL: A Personal Reflection
The emergence of humanistic methods: Self-access learning, self-directed learning, learner autonomy
Learner-centered teaching was contrasted with teacher-centered teaching. i.e., teaching in which primary decisions are carried out by the teacher based on his or her priorities.
Learner-centeredness refers to the belief that attention to the nature of learners should be central to all aspects of language teaching.

3. Learner centeredness may be reflected by:
Recognizing learners’ needs, goals, and wishes
Recognizing learners’ prior knowledge
Recognizing learners’ learning styles and learning preferences
Recognizing learners’ views of teaching and the nature of classroom tasks

4. What does "learner-centered" education look like?
learners are active partners in the learning process
course/program/institution is continually renewed through feedback from learners
flexibility to accommodate the changing schedules of all learners

5. To make it possible…
Tools (technologies) are available as the learner needs them
A variety of learning opportunities for discussion - asynchronous and synchronous, collaboration, interaction, and multi-media capability

6. The Internet provides an unrestricted number of sources of information and data on most topics.
The Internet allows learners to seek information, meet experts in their subject matter, view information with webcam's, participate with online activities, and gain access to real documents.

7. World Internet Users and Population Stats
WORLD INTERNET USAGE AND POPULATION STATISTICS
World Regions
Population ( 2007 Est.)
Population % of World
Internet Usage, Latest Data
% Population ( Penetration )
Usage % of World
Usage Growth
Africa
941,249,130
14.2 %
44,361,940
4.7 %
3.4 %
882.7 %
Asia
3,733,783,474
56.5 %
510,478,743
13.7 %
38.7 %
346.6 %
Europe
801,821,187
12.1 %
348,125,847
43.4 %
26.4 %
231.2 %
Middle East
192,755,045
2.9 %
33,510,500
17.4 %
2.5 %
920.2 %
North America
334,659,631
5.1 %
238,015,529
71.1 %
18.0 %
120.2 %
Latin America/Caribbean
569,133,474
8.6 %
126,203,714
22.2 %
9.6 %
598.5 %
Oceania / Australia
33,569,718
0.5 %
19,175,836
57.1 %
1.5 %
151.6 %
WORLD TOTAL
6,606,971,659
100.0 %
1,319,872,109
20.0 %
265.6 %
NOTES: (1) Internet Usage and World Population Statistics are for December 31, Copyright © , Miniwatts Marketing Group. All rights reserved worldwide.

10. Internet World Stats reports that
TAIWAN TW - 22,858,872 population - Area: 36,175 sq km, Capital City: Taipei - GNI p.c. US$ 13,392 ('99)
15,400,000 users as of June/07, 67.4% penetration, per TWNIC.
at end-2004, the IDC Information Society Index (ISI) rated Taiwan as having the world’s best wireless Internet penetration.
Taiwan has undoubtedly one of the most advanced telecommunications networks in Asia.

11. Autonomous Technology-Assisted Language Learning (ATALL)
the development and use of technological tools to facilitate foreign language (FL) or second language (L2) learning
research on the development and use of such tools.

12. The use of technologies and other resources to foster learner autonomy
Supporting self-directed learning with an electronic learning environment
Fostering autonomy through collaborative language learning

13. ATALL
can be used by students in conjunction with formal L2 study or by learners who are not taking L2 classes
activities can be used as an integrated component of formal L2 courses or for supplemental study (and perhaps extra credit) within L2 courses
encompasses all forms of electronic technology that can be used to facilitate L2 proficiency.

14. A familiar tool: Rich Internet resources for autonomous EFL learning

15. A New Tool: Using concordance programs
An approach to CALL that can be considered innovative is the use of concordance programs - dubbed Data Driven Learning by Tim Johns. This approach dates back to the early 1980s and is now widely used, especially by teachers of English for Speakers of Other Languages (ESOL).

16. A concordance is a list of words taken from a piece of authentic language (corpus), displayed in the center of the page and shown with parts of the contexts in which they occur. This is also known as a Key Word In Context or KWIC concordance.

20. Examples of concordance programs
Two things are required to produce a set KWIC: A piece of concordance program and a corpus of (electronic) texts.
Examples of concordance programs
Wordsmith
Concordance
MonoConc
Simple Concordance Program (SCP)
PhraseContext

21. What is a corpus?
A corpus can be either just one text or a collection of texts.
How big a corpus needs depends on what it is to be used for.
Chris Tribble* argues that a specialist micro corpus of about 25,000-30,000 words will be quite adequate for most educational purposes

22. Bilingual or multilingual concordances are known as parallel concordances
A corpus provides language workers with evidence of how language is really used. Traditional grammars and dictionaries tell us what a word ought to mean, but only experience can tell us what a word is used to mean.
*Tribble C. (1997) "Improvising corpora for ELT: quick-and-dirty ways of developing corpora for language teaching". In Melia J. & Lewandowska-Tomaszczyk B. (eds.) PALC 97 Proceedings, Lodz: Lodz University Press. Paper presented at the Practical Applications in Language Corpora (PALC 97) conference, University of Lodz, Poland:

26. List of uses of concordancing for language teaching*
The teacher can use a concordancer to find examples of authentic usage to demonstrate features of vocabulary, typical collocations, a point of grammar or even the structure of a text.
The teacher can generate exercises based on examples drawn from a variety of corpora, for example gap-filling exercises and tests.

27. Students can work out rules of grammar or usage and lexical features for themselves by searching for key words in context. Depending on their level, they can be invited to question some of the rules, based on their observation of patterns in authentic language.
Students can be more active in their vocabulary learning: depending on their level, they can be invited to discover new meanings, to observe habitual collocations, to relate words to syntax, or to be critical of dictionary entries.

28. Students can be invited to reflect on language use in general, based on their own explorations of a corpus of data, thus turning themselves into budding researchers.
* Information retrieved from

29. Online concordancers and corpora
British National Corpus: The British National Corpus (BNC) is a 100 million word collection of samples of written and spoken language from a wide range of sources, designed to represent a wide cross-section of current British English, both spoken and written.
Collins Cobuild: Cobuild uses a corpus of about 200 million words of written and spoken UK, US and NZ English in dictionary compilation. Collins Cobuild corpora are now accessible only by subscription.
KWICFinder

34. How can concordancing contribute to language teaching and learning?
"Real" language and authenticity of the learning context
native speakers’ use of the language
Think about how you explain to your students that people don’t “eat” medicine but “take” medicine.
Analytical powers
hypothesis-testing device

35. Curiosity and learner independence
Language awareness
encourage learners to "notice" forms, rather than simply use them.
Example: Students may notice that “very” does not go before “like.”
Curiosity and learner independence

36. Example of concordance activity
Exercise A
Search for “never+should”.
How many hits did you get? ______________
Try other combinations, such as “never+would”, “never+should”, “never+could”, “always+could” etc. and note how many hits you get.
Write down some of the citations here:
_________________________________

37. Exercise B
Now reverse the order. Search for “could+never” etc.
How many hits? _________
As for the word order of small adverbs of frequency and modals, the conclusion is that _______________ usually precedes ______________________.
Look at the examples you noted in Exercise A. Think of reasons why the author(s) used that position of the adverb of frequency. Write them here:
_______________________________________

38. Exercise C
Use the same method to discover the position of adverbs of frequency in compound verbs.
e.g. Never+has/has+never/always+could etc. And now think about the answer to this question: is there a difference between UK and US usage?

39. An approach with a lot of potential: Internet based collaboration
Students can interact with real English speaking audiences.
Students are involved in writing and reading with a purpose.
Students are engaged in meaningful learning activities.

40. Students are provided with opportunities to communicate and interact in the target language in real communicational activities.
Teachers have a tool to create intrinsically interactive, motivating activities.

41. Resources for cross-cultural interaction and project work
ePALS Classroom Exchange
Global Connections and Exchange Programs
GEM – Global Education Motivators
Global Gateway
Global Junior Challenge
iEARN – International Education and Resource Network iEARN-USA:
iEARN International:
iEARN Projects:
TakingITGlobal
Telecollaborate!

42. Journals dedicated to CALL
Language Learning and Technology (Online Journal)
ReCALL (European Association for Computer Assisted Language Learning)
CALICO Journal (Computer Assisted Language Instruction Consortium)
Teaching English with Technology (IATEFL Poland)
CALL-EJ On-line (Online Journal)
Computer Assisted Language Learning: An International Journal (Taylor and Francis)
CALL Review: the SIG Journal (The IATEFL Special Interest Group's Newsletter)
IALLT Journal (International Association for Language Learning Technology)
JALTCALL Journal (Japan Association of Language Teaching - Computer-Assisted Language Learning Special Interest Group)
ON-CALL (Australia) Archives only - now incorporated into CALL-EJ:
Journal of Computer Assisted Learning (Blackwell - Computer Assisted Learning in general rather than CALL)

43. Professional Associations
CALICO: US-based professional association devoted to CALL. Manages a regular annual conference.
EUROCALL: Europe-based professional association devoted to CALL. Manages a regular annual conference.
IALLT: US-based International Association for Language Learning Technology. IALLT is a professional organization dedicated to promoting effective uses of media centers for language teaching, learning, and research. Manages regular conferences.
APACALL: Asia-Pacific Association for CALL.
JALTCALL: Japan-based professional association devoted to CALL. Coordinates an annual conference and the JALTCALL Journal.
PacCALL: Professional CALL association in the Pacific: from East to Southeast Asia, Oceania, across to the Americas.
PacCALL Australia: Australian Chapter of the Pacific CALL Association
Learning Technologies Special Interest Group The Learning Technologies Special Interest Group of the International Association of Teachers of English as a Foreign Language. This UK-based group runs a variety of events and produces a regular newsletter.
TESOL Teachers of English to Speakers of Other Languages, CALL Interest Section.
WorldCALL: A worldwide association devoted to CALL and embracing other leading professional associations. The WorldCALL 2008 conference will take place in Japan.
SLaTE Speech and Language Technologies for Education