1. CLTA-GNY 2014
Enhancing Learner Autonomy and Motivation by Learners In Front Teaching (LIFT) with Web 2.0 Applications
Raymond Pai
Defense Language Institute Foreign Language Center
May 4, 2014

2. Defense Language Institute Foreign Language Center
53-64 week Basic Chinese Program
6+ class hours / day, 5 days / week
Defense Language Proficiency Test based on the Interagency Language Roundtable (ILR) testing scale. 
Goals: 2+ in Listening, 2+ in Reading and 2 in speaking, according to the ILR scale.

3. Leaders In Front Teaching (LIFT)
It was started in December 2008 for all language courses at the Defense Language Institute Foreign Language Center, under the direction of the Assistant Commandant, Air Force Col. William Bare.
“The program puts language students in the driver’s seat, giving concrete expression to DLIFLC’s commitment to learner-centered classes.”
“The purpose is to motivate students by having student leaders conduct learning activities for the class.”
“The bottom line is to get our students more engaged in the learning process and to help develop stronger leadership qualities”. (Bond, 2009)

5. Leaders In Front Teaching (LIFT)
Facilitate
Be non-intrusive
Give options
Give feedback afterwards

6. Pedagogical Principles

8. Learner Autonomy
Autonomy is about people taking more control over their lives - individually and collectively. Autonomy in learning is about people taking more control over their learning in classrooms and outside them and autonomy in language learning about people taking more control over the purposes for which they learn languages and the ways in which they learn them. (Benson, 2006)

9. Self-determination Theory (Motivation) (Ryan & Deci, 2000)

10. Self-determination Theory (Motivation) (Ryan & Deci, 2000)
Competence - control of the outcome and experience of mastery
Relatedness - the universal want to interact, be connected to, and experience caring for others
Autonomy - the universal urge to be causal agents of one's own life and act in harmony with one's integrated self

11. Self-determination Theory (Motivation) (Ryan & Deci, 2000)
Students take charge
Students making decisions, such as choosing what to create and what tools to use
Autonomy
Use Web 2.0 tools
Students are most competent with
Competence
Lasting value for real world audience
Widely disseminated to and used by others
Relatedness

12. Challenge Level vs. Skill Level

13. The Theory of FLOW Csikszentmihalyi (1990)
Tasks must be within one's ability, but challenging enough to require full attention.
Attention must be centered on a limited field.
One must lose what is usually referred to as "self-consciousness.”
One must feel in control of both his actions and his environment.
Demands for action must be clear and non-contradictory and must be followed by clear, unambiguous feedback.

14. Psychology of Performance
思想要放鬆
Relaxation
精神要集中
Concentration

15. Mobile Assisted Language Learning (MALL) & Web 2.0

16. Web 1.0 vs. Web 2.0
1. Google
2. Facebook 3. Yahoo! 4. YouTube 5. Live 6. Wikipedia 7. Blogger.com 8. Microsoft Network (MSN) 9. Myspace 10.Twitter

17. Web 2.0
The term Web 2.0 is associated with web applications that facilitate participatory information sharing, interoperability, user-centered design, and collaboration on the World Wide Web. A Web 2.0 site allows users to interact and collaborate with each other in a social media dialogue as creators (prosumers) of user-generated content in a virtual community, in contrast to websites where users (consumers) are limited to the passive viewing of content that was created for them.

18. Why Web 2.0?
•Socialization
•Collaboration
•Creativity
•Authenticity
•Sharing

19. Student-Generated Content (SGC)
User-generated content
Learning Artifacts: Students as “prosumers”
Students take charge
Lasting value for real world audience
Less work for teachers

20. Pedagogical principles
learner involvement – engaging learners to share responsibility for the learning process (the affective and the metacognitive dimensions);
learner reflection – helping learners to think critically when they plan, monitor and evaluate their learning (the metacognitive dimensions);
appropriate target language use – using the target language as the principal medium of language learning (the communicative and the metacognitive dimensions).
(Little, 1998)

21. Pedagogical Principles
Free and user-friendly
Clear and specific instructions
Simple and focused goals
Authentic and meaningful contexts
Learning first, technology second
Role of coach/facilitator
Positive feedback
Usefulness for future reference

28. http://www.socrative.com http://m.socrative.com/

32. http://voicethread.com #1 #2 #3 #4 #5 #6
#1 #2 #3 #4 #5 #6

35. Questions? Comments?