2. +
Model: L2 Online Course
If we consider online L2 classes as part of what has transpired as a
result of the disruption of traditional schooling, then the lack of a
comprehensive model for online second language learning (L2) should
not be surprising.
Therefore, I will begin this presentation by looking at the nature of
language instruction itself.
3. +
21st Century Language Instruction
Communicative Approach: Language is a tool for social interaction
and communication.
* Task-based language learning (TBLT) is an offshoot.
* Doughty and Long: 10 Methodological Principles (MP) in TBLT
* use tasks, not texts as the assessment
* promote learning by doing;
* elaborate input (do not simply or rely entirely on
authentic materials;
* provide rich (not impoverished) input;
* encourage inductive (chunk) learning.
4. +
Doughty & Long’s 10 MPs
Doughty & Long’s 10 MPs cont.
* focus on form;
* provide negative feedback;
* respect learner ‘syllabuses’/developmental processes;
* promote cooperative/collaborative learning; and
* provide individualized instruction (according to
communicative needs and cognition).
(Y. Wang & N.S. Chen, p.4)
5. +
Approach to Study:
Having looked at the basic elements of the
communicative approach to L2 instruction I
will next look at a couple of schema that lay
out the essential skills an L2 online instructor
should possess
6. +
Hampler & Stickler’s Skills Chart
Bennett and Marsh point to two types of skills beyond the technical level:
to “identify the significant differences and similarities between f2f and online
learning and teaching contexts”, and to identify strategies and techniques to
facilitate online learning and help students to exploit the advantages in
relation to both collaborative learning.” (p. 16)
7. +
Rationale for the Skills Pyramid
Online learning material for languages can
provide a number of ways to meet most of the
principles Canale and Swain posit (Hampler and
Stickler, p. 312).
Availability of authentic teaching and learning
materials.
Web-searches and email exchanges with other
learners.
Tools which provide opportunity to
communicate with native speakers.
8. +
Essence of Skills Pyramid:
In addition to tech resources available online
instructor support is required for successful
independent learning.
Communicative competence is best taught
online when both factors, authentic and
meaningful interaction and the necessary
pedagogical support are combined. (Hampler &
Stickler)
9. +
Practicing the 4 skills: Online tools
Necessary Conditions:
While a synchronous written
environment can provide learners with a
medium for rehearsing oral language it has
to be enhanced with practice in oral
communication. (Hampler & Stickler, p.314)
10. +
Four Skills: Necessary Conditions
Wang believes that student oral and aural
interaction may be supported by
videoconferencing:
four evaluative criteria tools: quality,
reliability, and user-friendliness(2004, p.
382)
Hampler & Stickler add cost-efficiency and
Broadband capability as part of what an LMP
should require.
11. +
Skills for Online Language Tutors
According to Hampler and Stickler, online teaching skills build on
one another in a kind of a pyramid, from the most general skills to
an apex of individual and personal styles. The most basic skill is
technical competence, use of computers and related applications.
The next step also requires technical competence, but related to
the software specific to the course being taught.
12. + Higher Levels: H & S’s Pyramid,
tu
Instructors need to
know how to deal
w/the constraints &
affordances of the
course software,
oftentimes not of
their choosing.
13. +
Hampler & Stickler’s Pyramid
(cont.)
This level talks about the
instructor’s ability to create a
sense of community within the
online classroom. Basic
netiquette and a group feeling
of trust and confidence within
the class should infuse the
online classroom.
14. +
H & S’s Skills Pyramid: 5th Level
“Facilitating Communicative
Competence”
EE
Encouraging interaction in an
online environment can be
achieved through task design
(Strijbos, Martens & Jochems,
2004). Even pre-designed
course materials will allow for
different management of turn-
taking and different ways of
personalizing contact
w/students (Stickler, Batstone,
Duensing, & Heins, 2004).
15. +
Level 6: “Creativity and Choice”
Teaching online should not
hinder instructors from being
creative. The most obvious
way to display creative skill
is to design online activities
w/the communicative
principles in mind.
16. +
Top Tier: “Own Style”
On the highest level of the skills pyramid,
an online teacher will have developed
his/her own personal style, using the media
and materials to their best advantage, while
forming a rapport with his/her students and
using the resources to foster active and
communicative language learning.
On the highest level of the skills pyramid,
an online teacher will have developed
his/her own style and use the media and
materials to their advantage. S/he will
have formed a rapport with the students
and use all of the online resources to
teach creatively, promoting active and
communicative language learning.
17. +
Compton’s Critique
Lily K. L. Compton in “ Preparing language teachers to
teach language online: a look at skills, roles, and
responsibilities,” believes that levels 1&2 and 3&4
may be done simultaneously.
She believes L2 acquisition does not require online
socialization; ffocus should be on the learner’s mind
and on the learner’s interaction with the material.
L2 instructors should know how to facilitate L2
acquisition. “… focus on the curriculum, tasks and
the delivery method rather than the online
community.” (p.81)
18. +
Compton’s Framework: Technology,
Pedagogy & Evaluation
“Knowledge of language learning theories, assessment and task evaluations
are not only important for any language courses, they are also different for an
online context. Therefore, it is crucial that a framework for online teaching
should address these skills.” (Lily K.L. Compton)
19. +
Supporting student2student
interaction: 3C
Although, I would subscribe to Compton’s
framework that online L2 language
instruction requires basic technology skills,
knowledge of online language pedagogy and
ongoing evaluation of the course(s), I believe
that socialization is necessary, especially in
nurturing speaking skills, in both face to face
and online L2 courses..
20. + 3C: Synchronous Learning
Management Systems
Y. Yang and N.S. Chen in “Criteria for evaluating synchronous learning management
systems: arguments from the distance language classroom,” Computer Assisted Language Learning;
Vol. 22, No. 1, February 2009. 1-18., point out
that learning management platforms may support one or
two skills, but do not support the other necessary skills in
L2learning. Email might improve learners writing skills,
while videoconferencing might address listening and
speaking, but neither of the tools encompass all of the four
skills.
21. +
3C: Collaborative Cyber Community
Yang & Chen believe what is required is a
comprehensive platform where the interface
between the learner and learning context as defined
by White (2003) encompasses the four skills of
reading, writing, speaking & listening.
This need in L2 online learning is best facilitated by
a system with a combination of asynchronous and
synchronous internet-based technologies. For this,
they have proposed “3C”.
22. +
3C (Collaborative Cyber Community)
Synchronous Learning Mgt System
3C:
Above is the link to the website of 3C, which was developed by the
National Sun Yat-sen University in Taiwan. Wang and Chen claim that
it is the most comprehensive SLMS, supporting all the functionalities
that Blackboard/webCT and Moodle can offer. They also state that
3C is both a learning management and delivery system facilitating the
requirements of a complete online course. (p. 3)
23. +
An Ideal SLMS: 3C
Wang & Chen say that, an SLMS should serve as a
learning space where cultural and collaborative
learning can happen, and where a sense of
community among learners can be fostered…It can
also be an effective platform to provide student
support services (Keegan, 1996).
24. +
Functions of 3C:
Has a(n)
Announcement Board (preferably linking to emails)
Enables the instructor to post announcements.
Multimedia Discussion Forum
Serves as a collaborative learning space where
learners and teachers can post topics and issues for
discussion in the target language.
26. +
The Teacher’s Office
A number of functions, like content uploading and learning link design, etc.
27. +
Support for use of the target language
A SLMS for L2 learning should support the use of
the target language in text chat and text-based
forums. This is especially important for the scripts of
languages such as Chinese and Japanese.
However, most computers support a number of non-
Latin based languages. Students may easily type in
日本語 or 中国語。
28. +
Cyber f2f interaction & synchronicity
Online classroom should serve as a platform where
teacher and student may interact orally, visually and
in writing.
Required functionalities:
ªComputer based audio and video communication tool;
ªAn onscreen whiteboard;
ªSynchronous text chat;
ªJoint web browsing
29. +
Audio and Video Interface
This interface would support quality multi-
way oral and visual interaction.
Cyber tools that facilitate face2face
interaction are a web cam and headphones.
An onscreen whiteboard is another essential
tool in cyber face2face interaction.
Negotiation of meaning takes place here.
30. +
Figure 3: The synchronous class
with cyber face2face features, 3C
31. +
Important design elements:
language learning
Interface in English with function for default languages.
Flexibility in regarding instructional and pedagogical design.
Scalability: ability of instructor to design own instructional links.
Reliability: This is a necessary requirement of a SLMS and 3C
had a zero crash rate during its two-stage evaluation.
32. +
Conclusions:
The communicative approach to teaching a second
language necessitates that there be student to student
exchange, which is easier to facilitate in a f2f
environment. With the development of SLMS like 3C
that need may be accommodated in an online class.
33. +
Reflections:
The efficacy of 3C notwithstanding, an instructor
who
facilitates student interaction in the class is a critical
element. A synchronous learning management
system
might support the instructor to use the communicative
approach, but s/he must have the technical
knowledge, the pedagogical knowledge and ability
to foster community in an online classroom to be
successful in a L2 class.
