Another Look at Tutorial CALL Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh

Overview: Introduction Myths about tutorial CALL Why has it been marginalized? Research studies The dichotomy Suggestions for effective use Conclusion Discussion

Working definition: Tutorial CALL refers to the use of computer programs (disk, CD-ROM, Web-based, etc.) embodying content, activities, and feedback specifically for improving language proficiency.

Levy (1995): Computer-as-tutor (tutorial CALL): computer controls the learning instructor has no role computer evaluates Computer-as-tool: instructor has central role greater demands on the instructor computer does not evaluate

“On the basis of our present knowledge of language learning, I believe that the only defensible role for the computer in language learning is that of tool.” (p. 127) “In learner autonomy, the key concept in modern language learning and in all humanistically oriented pedagogy, the computer as tutor cannot have a place.” (p. 128) - D. Wolff, System, 1999.

Old CALL Tutorial CALL Tool CALL

The problem: Tutor vs. tool Old CALL: disk-based tutorial programs New CALL: computer for production, information, and interaction (CMC)

New CALL Tool CALL Tutorial CALL

The problem Tutor vs. tool Old CALL: disk-based tutorial programs New CALL: computer for production, information, and interaction (CMC) Need to take another look at tutorial CALL Clarify what it is and isn’t Highlight roles for teachers

Future CALL? Tool CALL Tutorial CALL

Overview: Introduction Myths about tutorial CALL Why has it been marginalized? Research studies The dichotomy Suggestions for effective use Conclusion Discussion

Myth: “Tutorial CALL software is all behaviorist.”

Myth: “Tutorial CALL software is all drill and practice.”

Myth: “Tutorial CALL isn’t useful because it isn’t communicative.”

Myth: “In tutorial CALL, the teacher is absent/has no role.”

Myth: “In tutorial CALL, the learners have no control.”

Myth: on a disk or CD = “tutorial” on the Internet = “not tutorial”

Overview: Introduction Myths about tutorial CALL Why has it been marginalized? Research studies The dichotomy Suggestions for effective use Conclusion Discussion

Why has it been marginalized? Teachers believe the myths about it. It didn’t live up to expectations. It appears inconsistent with some contemporary learning theories. It is dominated by commercial interests. It isn’t new. Teacher’s role seems limited.

Overview: Introduction Myths about tutorial CALL Why has it been marginalized? Research studies The dichotomy Suggestions for effective use Conclusion Discussion

Tutorial CALL was stigmatized Computers as “tools:” word processing authentic websites PowerPoint Tutorial CALL was stigmatized

Used in 3 ESL classes; each class went to the lab 3 times

Results of post-questionnaire: “Did the program help you improve?” Yes: 21 No: 10

Results of post-questionnaire: “Did you use the software outside of class time?” Yes: 8 No: 20

Tutor vs tool 2002 Review four CALL conferences in 2002 Based on abstracts, determine whether presentations involve tool use tutor use both neither (e.g., teacher training, testing…)

CALICO: March Tool vs. tutor ~balanced Tool - 57 Tutor - 46 Both – 7 Neither - 17

TESOL: April Tool vs. tutor – tool dominates Tool - 42 Tutor - 7 Both – 11 Neither – 19 Commercial: tutor – 6; tool - 2

EUROCALL: August Tool vs. tutor ~ balanced Tool - 37 Tutor - 30 Both – 26 Neither – 14

CALL: August Tool vs. tutor ~ tutor dominates Tool - 11 Tutor - 25 Both – 11 Neither – 6

Tool vs tutor 2002 CALL as tool has a slight edge generally, dramatic in TESOL Tutorial CALL is still interesting Increasingly, we see both - in blended environments (labs, etc.) - in blended materials

Overview: Introduction Myths about tutorial CALL Why has it been marginalized? Research studies The dichotomy Suggestions for effective use Conclusion Discussion

The "tutor vs. tool” dichotomy Computer as tutor: tutorial CALL Computer as tool: word processing email presentation software Web spreadsheets MOOs concordancers chat Taylor (1980), Kenning & Kenning (1983), Levy (1995 & 1997) etc.

The "tutor vs. tool” dichotomy may not be one.

These distinctions may be artificial. Tutorial CALL: Learners may in fact have a high degree of control. Options: sequence glosses hints search functions help screens mode of operation

Computer-as tutor: The instructor may be involved to a high degree.

Computer-as-tool: Since today’s learners are increasingly proficient with software tools, the instructor’s role may be less than it was previously.

Many CALL software packages contain both tutor and tool functions. Decoo and Colpaert (1999) Richmond (1999) “hybrid packages” Levy (1999 )

Future CALL? Tool CALL Tutorial CALL (blended)

Overview: Introduction Myths about tutorial CALL Why has it been marginalized? Research studies The dichotomy Suggestions for effective use Conclusion Discussion

What is the role of tutorial CALL? Focus on learning rules, patterns, and items Support one-way comprehension Listening Reading Pronunciation practice and feedback Handle limited, predictable interactions Some natural language processing

So, what can you do?

Become an informed consumer Experience tutorial CALL as a learner Consider plausible uses for your learning objectives and environments

Train learners in effective use Give learners teacher training Use a cyclic approach Use collaborative debriefings Teach strategies for setting an appropriate level of challenge

Encourage teachers to make their own CALL materials Support materials: handouts, tasks, Template authoring (e.g.,) Hot Potatoes Other authoring tools: QuickTime HyperStudio Revolution Flash MaxAuthor WinCalis

Conclusion: Instead of rejecting tutorial CALL out of hand, try to understand what it is and what it can do.

Questions? Discussion?