Reassessing the Role of Tutorial CALL TESOL 2002 Philip Hubbard Stanford University Claire Bradin Siskin University of Pittsburgh

Web page for this session: (will include PowerPoint slide show)

Overview: I. The problem II. Myths about tutorial CALL III. Why has it been marginalized? IV. The IV. The tutor-tool dichotomy V. Roles for tutorial CALL VI. Roles for teachers VII. Conclusion

Overview: I. The problem II. Myths about tutorial CALL III. Why has it been marginalized? IV. The IV. The tutor-tool dichotomy V. Roles for tutorial CALL VI. Roles for teachers VII. Conclusion

The problem Tutor vs. tool Old CALL: disk-based tutorial programs

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 revisit tutorial CALL Clarify what it is and isnt Highlight roles for teachers

Future CALL? Tool CALLTutorial CALL

Overview: I. Tutor vs. tool II. Myths about tutorial CALL III. Why has it been marginalized? IV. The IV. The tutor-tool dichotomy V. Roles for tutorial CALL VI. Roles for teachers VII. Conclusion

Myth: Tutorial CALL software just works with grammar and vocabulary.

Tutorial CALL software is behaviorist. Myth:

Tutorial CALL software is all drill and practice. Myth:

All tutorial CALL software is boring. Myth:

Tutorial CALL is a transmission model in which the learner is passive. Myth:

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

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

Tutorial CALL isn t useful because it isn t communicative. Myth:

Language teachers must force students to do tutorial CALL activities. Levy (1997); Meskill (1999) Myth:

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

Overview: I. Tutor vs. tool II. Myths about tutorial CALL III. Why has it been marginalized? IV. The IV. The tutor-tool dichotomy V. Roles for tutorial CALL VI. Roles for teachers VII. Conclusion

Why has it been marginalized? It didnt live up to expectations It appears inconsistent with some contemporary learning theories It is dominated by commercial interests It isnt new Teachers role seems limited

Overview: I. Tutor vs. tool II. Myths about tutorial CALL III. Why has it been marginalized? IV. The IV. The tutor-tool dichotomy V. Roles for tutorial CALL VI. Roles for teachers VII. Conclusion

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

The "tutor vs. tool dichotomy has been over-simplified and may be misleading.

Seeing tutor and tool as mutually exclusive categories does not accurately reflect the reality of how CALL software is used.

Levy (1995): 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

These distinctions may be artificial. Tutorial CALL: Learners may in fact have a high degree of control. Learners may in fact have a high degree of control. Options: sequenceglosses hintssearch functions help screensmode of operation

Instructors may be involved to a high degree. Tutorial CALL:

Computer-as-tool: Some tools such as word processors provide a type of evaluation (feedback). Some tools such as word processors provide a type of evaluation (feedback). Since todays learners are increasingly proficient with software tools, the instructors role may be less than it was previously. Since todays learners are increasingly proficient with software tools, the instructors role may be less than it was previously.

The current generation of learners is much more comfortable with CALL software and its options.. Perhaps all uses of the computer are tool-like.

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

Future CALL? Tool CALLTutorial CALL

Overview: I. Tutor vs. tool II. Myths about tutorial CALL III. Why has it been marginalized? IV. The IV. The tutor-tool dichotomy V. Roles for tutorial CALL VI. Roles for teachers VII. Conclusion

What is the role of tutorial CALL? Focus on learning rules, patterns, and items Support one-way comprehension ListeningReading Handle limited, predictable interactions

So, what can you do?

Overview: I. Tutor vs. tool II. Myths about tutorial CALL III. Why has it been marginalized? IV. The IV. The tutor-tool dichotomy V. Roles for tutorial CALL VI. Roles for teachers VII. Conclusion

Become an informed consumer Experience tutorial CALL as a learner Visit the EV; check out exhibitors Learn to evaluate software constructively Determine where tutorial programs could fit in your curriculum Share your experiences (e.g., Software Fair)

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

Make your own CALL materials Support materials: handouts, tasks, Template authoring (e.g., Hot Potatoes) Other authoring tools: QuicktimeHyperStudio RevolutionFlash MaxAuthorWinCalis

Overview: I. Tutor vs. tool II. Myths about tutorial CALL III. Why has it been marginalized? IV. The IV. The tutor-tool dichotomy V. Roles for tutorial CALL VI. Roles for teachers VII. Conclusion

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

Questions?Discussion?

Thanks for your attention.