Creating Supportive Environments for CALL Teacher Autonomy

Creating Supportive Environments for CALL Teacher Autonomy

Renata Chylinski (Monash University, Australia) and Ria Hanewald (La Trobe University, Australia)
DOI: 10.4018/978-1-59904-994-6.ch024
OnDemand PDF Download:
$37.50

Abstract

This chapter reports on a study undertaken on the impact of pedagogical and technological innovations in language teaching and language learning, with a special focus on creating online institutional environments to support teachers’ autonomy in computer assisted language learning (CALL). This study took place at MUELC, a self-funded teaching institution that belongs to a network of Australian universities offering English Language Courses for Overseas Students (ELICOS). Significant expansion in student enrollments has resulted in programs across four locations with all language teachers involved in CALL delivery. Fostering and supporting teacher autonomy became the key premise for the creation of multifaceted in-house CALL support initiatives, one of them an online portal containing resources for teaching and learning as well as tools for reflection on practice and opportunities for professional development. Language teachers have been building this intranet portal site using the theoretical frameworks of practitioner-based inquiry and organizational change management. The evaluation of this study reflects the duality of the research aims; namely, the features of the developed product and the learning process of the teachers involved. This may be of value to other language institutions embarking on similar online projects.
Chapter Preview
Top

Background

There is a large number of acronyms and terms used to describe teaching and learning with new technologies. For this chapter, the term Computer Assisted Language Learning (CALL) was chosen, as it emphasizes “the whole range of possible roles the computer could play in language learning” (Levy, 1997, p. 82) and because this is the term by which computer-aided instruction is referred to at the language center in question.

The theoretical grounding and literature for this chapter focus on professional development in CALL informed by the fields of second language acquisition, adult learning theories, Information and Communication Technology in Education (ICTE), diffusion of innovation theory, and action research methodology. Figure 1 depicts this chapter’s focus, main knowledge fields, subthemes, and how they intertwine.

Figure 1.

Literature focus, themes, and subthemes and their overlap

Key Terms in this Chapter

Teacher Autonomy: Involvement in and ownership of the change process. It encompasses professional freedom, self-directed professional development, transformation through dialogue, critical reflection, and analysis of the teaching process.

Computer-Assisted Language Learning (CALL): An approach to language acquisition that utilizes computer technology to assist with the teaching and assessing of material, often including various interactive elements.

Practitioner-Based Inquiry (PBE): Small-scale, applied educational research activity by practitioners in fields such as school teaching, nurse education, and social work to address professional concerns.

Adult Learning Principles: The field of adult learning was pioneered by Malcom Knowles (1913–1997), who theorized that self-concept and motivation to learn, previous experience, readiness to learn, and a problem-centered approach to learning are the main principles.

Second Language Acquisition (SLA): The process by which learners acquire an additional language, often termed the target language. SLA focuses on the language system and learning processes of naturalistic acquisition of language. Stephen Krashen used the term “language acquisition” to differentiate from formal language learning.

Communicative Method/Approach: A way to teach and learn language(s) with the goal of communicative competence. It stemmed from dissatisfaction with previous grammar-based and audiolingual approaches, and focuses on the processes of communication in various sociolinguistic contexts.

English as a Second Language/English as a Foreign Language (ESL/EFL): These abbreviations are often used interchangeably to describe the science of teaching English to non-native speakers. ESL denotes teaching English to Non-English Speaking Background (NESB) persons in countries where English is dominant, such as Australia, Canada, the UK, or the USA. EFL denotes teaching English to NESBs in countries where English is not the official language.

Teachers of English to speakers of other Languages/Teaching English as a Second or other Language (TESOL): Both interpretations are used for the abbreviation, causing significant confusion. The first refers to the professional associations and their members, whereas the second construct is often used as the umbrella term for ESL and EFL.

Constructivism: Jean Piaget (1896–1980) is credited with the development of this theory whereby learners construct new knowledge from their experiences through processes of accommodation and assimilation. Constructivism describes how learning should happen, and it is often associated with “learning by doing.”

Instructional Design Models: Robert Mills Gagné (1916–2002) is one of the leading theorists in models of instructional design. Models offer structure and meaning to Instructional Design problems by helping negotiate the design task through sequenced components. The context of use determines the value of a particular Instructional Design Model.

Diffusion of Innovations Theory: Everett Rogers (1931–2004) suggested a five-stage model for the diffusion of innovation (Knowledge, Persuasion, Decision, Implementation, Confirmation) and five types of adopters (innovators, early adopters, early majority, late majority, and laggards) in his 1962 book titled Diffusion of Innovation.

Complete Chapter List

Search this Book:
Reset
Editorial Advisory Board
List of Reviewers
Table of Contents
Foreword
Norbert Pachler
Preface
Rita de Cássia Veiga Marriott, Patricia Lupion Torres
Acknowledgment
Rita de Cássia Veiga Marriott, Patricia Lupion Torres
Chapter 1
Pascual Pérez-Paredes, Maria Sánchez-Tornel
The research we report is a pilot study carried to test English as a Foreign Language (EFL) students’ reception of an electronic foreign language... Sample PDF
Understanding E-Skills in the FLT Context
$37.50
Chapter 2
Antônio Carlos Soares Martins, Junia de Carvalho Fidelis Braga
The discussions presented herein emerged from two empirical studies in progress:“Online Learning Communities in the Realm of Complexity” and “The... Sample PDF
The Emergence of Social Presence in Learning Communities
$37.50
Chapter 3
CALL as Action  (pages 39-52)
Vilson J. Leffa
The objective of this chapter is to offer a new approach for research in Computer-Assisted Language Learning (CALL). It starts with the assumption... Sample PDF
CALL as Action
$37.50
Chapter 4
Vera Lucia Menezes de Oliveira e Paiva, Adail Sebastiao Rodrigues-Junior
This pedagogical and methodological chapter aims at contributing to increasing Web teachers’ awareness of the different ways teachers and students... Sample PDF
Investigating Interaction in an EFL Online Environment
$37.50
Chapter 5
Euline Cutrim Schmid
This chapter discusses the concept of integrated CALL by drawing upon data collected for a PhD research project that investigated the impact of... Sample PDF
Interactive Whiteboards and the Normalization of CALL
$37.50
Chapter 6
Alexandra Okada
This chapter presents new methodologies designed to facilitate language acquisition in open learning communities via open educational resources and... Sample PDF
OpenLearn and Knowledge Maps for Language Learning
$37.50
Chapter 7
Ria Hanewald
This chapter provides an overview of the field of digital objects and repositories. It introduces the concepts of digital objects and repositories... Sample PDF
Learning Objects: Projects, Potentials, and Pitfalls
$37.50
Chapter 8
Patrica Lupion Torres, Rita de Cassia Veiga Marriott, Andreia Ferreira Ramos
This chapter presents the experience of production and use of learning objects (LOs) for English-language learning at the Pontificia Universidade... Sample PDF
English-Language Teaching with Learning Objects at PUCPR
$37.50
Chapter 9
Zhuo Li, Feng Liu, Jeff Boyer
The purpose of this chapter is to investigate the present use of e-gaming in language acquisition along with its potential and challenges. We review... Sample PDF
Amusing Minds for Joyful Learning through E-Gaming
$37.50
Chapter 10
Jowati Juhary
This chapter analyses the challenges in adapting a non-language learning courseware (NLLC) for a military learning environment. The National Defense... Sample PDF
A Non-Language Learning Courseware and its Challenges
$37.50
Chapter 11
Marcus Vinicius dos Santos, Isaac Woungang, Moses Nyongwa
The increasing importance of e-learning has been a boosting element for the emergence of Internet-based educational tools. As we move into the... Sample PDF
A Pliant-Based Software Tool for Courseware Development
$37.50
Chapter 12
Aysegül Daloglu, Meltem Baturay, Soner Yildirim
This chapter outlines how the constructivist approach can be implemented in Web-based vocabulary teaching, characteristics of effective Web-based... Sample PDF
Designing a Constructivist Vocabulary Learning Material
$37.50
Chapter 13
Yasunori Nishina
This chapter suggests an effective method for lexical studies using Moodle within the framework of data-driven learning based on parallel... Sample PDF
A Lexical Study Based on Corpora, DDL, and Moodle
$37.50
Chapter 14
Vander Viana, Sonia Zyngier
Like the advent of the telescope, computers today can provide ways of looking into language patterns that cannot be seen with the naked eye. From... Sample PDF
EFL through the Digital Glass of Corpus Linguistics
$37.50
Chapter 15
Jing Wang
This chapter introduces a series of studies carried out with intermediate learners of Chinese regarding the reading of authentic e-materials with... Sample PDF
Electronic Strategies to Improve Chinese Reading Skills
$37.50
Chapter 16
Margaret Murphy, Cristina Poyatos Matas
This chapter argues that politeness is an important component of e-mail language. Many people are uncertain about how to make their e-mail polite... Sample PDF
Politeness in Intercultural E-Mail Communication
$37.50
Chapter 17
Neny Isharyanti
Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively... Sample PDF
Interactional Modifications in Internet Chatting
$37.50
Chapter 18
Sedat Akayoglu, Arif Altun
This chapter aims at describing the patterns of negotiation of meaning functions in text-based synchronous computer-mediated communication by using... Sample PDF
The Functions of Negotiation of Meaning in Text-Based CMC
$37.50
Chapter 19
Esrom Adriano Irala, Patrica Lupion Torres
This chapter belongs to the context of the computer-mediated communication (CMC) for language teaching and learning. Since the introduction of this... Sample PDF
The Use of the CMC Tool AMANDA in the Teaching of English
$37.50
Chapter 20
Christine Rosalia, Lorena Llosa
This chapter reports on an instrument that was developed to formatively assess the quality of feedback that second language students give to one... Sample PDF
Assessing the Quality of Online Peer Feedback in L2 Writing
$37.50
Chapter 21
Betty Rose Facer, M’hammed Abdous, Margaret M. Camarena
As part of an initiative to enhance the humanities’ use of emerging technologies, the Department of Foreign Languages and Literatures at Old... Sample PDF
The Impact of Academic Podcasting on Students' Learning Outcomes
$37.50
Chapter 22
Mahieddine Djoudi
The use of the mobile devices in language learning has been developed at a very high speed in the last years. Thus, we are witnessing many research... Sample PDF
Listening Comprehension of Languages with Mobile Devices
$37.50
Chapter 23
Huw Jarvis
This chapter reports on a quantitative study that examines how language students make use of an extensive range of computer-based materials (CBMs)... Sample PDF
Computers and Independent Study: Student Perspectives
$37.50
Chapter 24
Renata Chylinski, Ria Hanewald
This chapter reports on a study undertaken on the impact of pedagogical and technological innovations in language teaching and language learning... Sample PDF
Creating Supportive Environments for CALL Teacher Autonomy
$37.50
Chapter 25
Mar Gutiérrez-Colon Plana
Many language teachers, students, and institutions of virtual learning environments are well acquainted with the feelings of loneliness and... Sample PDF
Frustration in Virtual Learning Environments
$37.50
Chapter 26
Sarah Guth, Corrado Petrucco
This chapter describes how the social software tools that characterize Web 2.0, such as wikis and blogs, can be used as a valid substitute for more... Sample PDF
Social Software and Language Acquisition
$37.50
Chapter 27
Bryan Carter, Dayton Elseth
Within academia, distance learning as an approach to education has its share of skeptics. Regardless of how some feel about the methodology, it has... Sample PDF
The Usefulness of Second Life for Language Learning
$37.50
Chapter 28
Irene Mamakou
Interest in the integration of language learning with knowledge/content construction is growing around the world. In this line, an instructional... Sample PDF
Project-Based Instruction for ESP in Higher Education
$37.50
Chapter 29
Ma Camino Bueno Alastuey
The adaptation to the European Space of Higher Education and to the new demands of the labor market has produced a shift in university education... Sample PDF
WebCT Design and Users' Perceptions in English for Agriculture
$37.50
Chapter 30
Heli Simon, Päivö Laine, Ann Seppänen, Ana Barata, Carlos Vaz de Carvalho
This chapter presents the tutoring methodology adopted in an e-learning language course for students in vocational training and higher education as... Sample PDF
The LAFEC Experience for Language Skills Acquisition
$37.50
Chapter 31
Christian Swertz, Rosa Schultz, Katharina Toifl
This chapter reports the concept development and evaluation results from the project LANCELOT (LANguage learning with CErtified Live Online... Sample PDF
Language Teaching in Live Online Environments
$37.50
Chapter 32
Astrid Gesche
This chapter provides a basis for thinking about the dynamics and boundaries of foreign language learning in virtual learning communities of the... Sample PDF
Adapting to Virtual Third-Space Language Learning Futures
$37.50
Chapter 33
Chaka Chaka
This chapter explores aspects of portable handheld language learning that are likely to benefit many mobile assisted language learning (MALL)... Sample PDF
Portable Handheld Language Learning from CALL MALL to PALL
$37.50
About the Contributors