1. ELIN005/ICT
Irina Elgort, CAD / LALS
Victoria University of Wellington
irina.elgort@vuw.ac.nz

2. 2
Outline
1. ICT in language learning and teaching (LL&T)
2. Identifying affordances of technology for LL&T
3. Principles of using technology in LL&T
4. Trends in TELL/CALL
outline

3. 3
ICT in language learning and
teaching?
• Tutor/Tool framework (Levy, 1997)
Aligning:
• Technology & teaching philosophy/approach
• Technology & teaching/learning goals
• Technology & language areas and skills
Topic 1

4. 4
Tutor/Tool framework and beyond
Tutor: 1) ‘intelligent’ – provides feedback/evaluation;
2) includes content, e.g. contains dictionaries/libraries/data)
3) teacher involvement is not critical or redundant
Tool: 1) enables activities, improves efficiency of work;
2) does not evaluate; 3) teacher involvement is necessary or desirable
Digital content / repositories / databases
• Video: TED, YouTube, Vimeo
• Image repositories: Flicr, ArtStor, Google Images
• Music repositories: NaxosMusic
• Text: Project Gutenberg, Google books
Blends
• Content + tutor
• Tutor + tool
Virtual Learning Environments/Learning Management Systems
• Moodle, Blackboard, Sakai, Desire2Learn,
Drupal, Instructure
Topic 1

5. New ways of categorizing CALL
5 levels of technologies (Levy, 2010):
1. Concrete level – physical / material form (hardware-based) –
mobile phone, video cameras, voice recorders, MP3 players
2. Management level – LMS, VLE, Distance LL environments
3. Applications and tools level – Word processors, CMC
applications, email, chat, blogs, videoconferencing + specific
applications (MS Word, PowerPoint, DreamWeaver, Audacity)
4. Resource level – authentic materials, e.g. online newspapers,
books, online TV, language tutors and website for language
learning
5. Component technologies – form part of a larger entity, such as
a parent program, e.g. spell and grammar checkers, electronic
dictionaries, glosses, multimedia annotation tools, reviewing
tools (e.g. track changes, comments in MS Word).

6. 6
Align technology & teaching
philosophy / approach
Learning Theory Format Application / Use
Behaviorism (learning Variety of drill-and-practice Individual instructive tools:
utilizing the stimulus-response programs e.g., language labs focused
approach) on structure drills.
Repetition, retrieval & positive
reinforcement
Cognitive approach (focused Tutorials and information Informative tools:
on the learning processes of databases; making sense… Encyclopedia, Wikipedia,
the individual) The frequency approach (see Internet resources
Nick Ellis) Corpus and data-driven
learning
Constructivism (knowledge Individual generic purpose Individual constructive tools:
is actively constructed by the tools used in project-based word-processors, presentation
learner) and inquiry-based learning software, simulations,
hypertext and hypermedia
Social Constructivism (the Collaborative/cooperative Social communicative /
role of social and cultural generic environments constructive tools:
variables in learning; learning communication tools and
occurs in social contexts environments - e-mail, online
through interaction). forums, AV conferencing,
blogs; computer-mediated
collaborative environments.
Topic 1

7. 7
Align the use of technology &
teaching/learning goals
How much guidance is needed? Tutor, tool or both?
How much content adaptation is needed? How
authentic does the input need to be?
• Who are your learners?
– Children, young adults, adults
– Level of learner autonomy
– What do they already know (needs analysis)
– Access to technology
• Why are they learning English?
– Motivational aspects
– Anticipated language use
Topic 1

8. Align technology & language
knowledge / skills / curriculum strands
• Grammar • Exercised / Corpus-based
• Vocabulary • Flashcards / Text-based
• Pronunciation • Practice – feedback
• Reading • Authentic / simplified
• Writing • Multiple forms, authorship
• Listening • Authentic with support
• Speaking • VoIP
• Culture • News / Video / CMC
The English Learning Wiki
Topic 1 8

9. 9
Identifying technology affordances for
LL&T
The educational worth of the tool:
• Pedagogical affordances – implementations of pedagogical
approaches:
– Teaching: Does the tool/program support teacher-, learner or learning
centred approaches? What SLA theory is it aligned with?
– Learning: Is the tool/program able to support the learning activity students
are required to complete?
• Social affordances
– Does the tool support diverse means of communication? (voice/face/body)
– Communication: synchronous / asynchronous / both
The potential of the tool in materializing and actualizing the
educational intent:
• Technological affordances
– the usability of the technological tool in accomplishing tasks
efficiently and effectively
(based on Fareed, 2010)
Topic 2

10. Task
The communication tools and technologies below are
not designed for language teaching. Evaluate their
pedagogical, social and technological affordances for
teaching intercultural communication.
• Email
• Text-based chat-rooms
• Asynchronous discussion forum
• Blogs
• Skype / Tango
• Virtual worlds
• Podcasts/Vodcasts

11. 11
Principles of using technology in LL&T
Nina Garrett (2009)
• Tutorial
• Engagement with authentic materials
• Communication
Levy & Stockwell (2006): Any language teaching/learning
approach which fails to focus on accuracy and form as well as
fluency and meaning, or vice versa, is destined to have only
limited success.
Donaldson & Haggstrom (2006: ix) highlights the importance of
“facilitating the learning process through the partnership of
pedagogical expertise and technological innovation”.
Topic 3

12. 12
Effective principles of teaching and
learning
• Know the learner - build on prior knowledge (needs analysis /
pre-testing / personal profiles)
• Identify the learning outcomes including the language demands
of the topic (use vocabulary profilers and other text analysis
tools)
• Help students achieve the learning outcomes using
differentiated levels of support (more than one difficulty level)
• Provide multiple opportunities for authentic language use
• Ensure a balance between receptive and productive language
• Provide opportunities for fluency development
based on the CLESOL 2012 paper by Bedford, Matthews &Gibson.
See also http://www.ellinz.vln.school.nz
http://esolonline.tki.org.nz
Topic 3

13. References
Bedford, J., Matthews, B., & Gibson, J. (2012). Teaching not tools - using an online
programme to accelerate student learning. CLESOL 2012, Palmerston North.
Donaldson, R. P., & Haggstrom, M. A. (Eds.). (2006). Changing language education
through CALL. New York: Routledge.
Fareed, W. (2010). Affordances of an audioblog and suggestions for its recruitment
and use in oral lessons. ICT for self-directed and collaborative learning, 70-79.
Singapore: Pearson/Prentice Hall.
Garrett, N. (2009). Computer-assisted language learning trends and issues
revisited: Integrating innovation. The Modern Language Journal, 93, 719-740.
Levy, M. (2010). Developing the language skills: Aligning the technological tool to
the pedagogical purpose. In C. Ward (Ed.), New Technologies & Language
Learning. Anthology Series 51 (pp. 16-27). Singapore: SEAMEO Regional
Language Centre.
Levy, M. (2009). A tutor-tool framework. In P. Hubbard (Ed.), Computer-Assisted
Language Learning, Volume 1, Foundations of CALL. Critical Concepts in
Linguistics (Chapter 2, pp. 45-78). Routledge. New York.
Levy, M. (2009). Technologies in use for second language learning. The Modern
Language Journal 93: 769-782.