Evaluating computer technology for language learning

Carol A. ChapelleIowa State UniversityTESL Ontario, December 10-12, 2009, Toronto

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Students Teacher TextbookCD-ROMCompanion WebsiteTeachers WebsiteAnother classThe Web

Students Teacher TextbookCD-ROMCompanion WebsiteTeachers WebsiteAnother classThe Web

Comparison researchTechnology vs. teacher-led class

CALL Developers&Other CALL Researchers

Teachers&Learners

OthersProgram and Policy Decision Makers&Funders

Audiences for Evaluation

Researchers in Applied Linguistics

InsidersInformed CriticsOutsiders

Research reviewExample findings [] it is reasonable to conclude that technology has been shown by the published empirical studies to be very effective in improving student language learning. (Zhao, 2003, p. 19)

[] comparative studies reveal no conclusive evidence of any positive advantages associated with the use of media in general or of computers in particular. (Burston, 2003, p. 221)

Our research synthesisTime frame: 1970-2006Computer search: 3 electronic databases (LLBA, ERIC, and DA)Manual search: 6 journals (CALL, System, CALICO, ReCALL, LLT and TESOL Quarterly) Research comparing language instruction with computer technology and instruction without technology Contains unpublished literatureMore than 200 studies were identified 85 studies met research synthesis criteria

Four groups

CALL Developers&Other CALL Researchers

Teachers&Learners

OthersProgram and Policy Decision Makers&Funders

Audiences for Evaluation

Researchers in Applied Linguistics

InsidersInformed CriticsOutsiders

Issues in Language Materials Evaluation

Marshalling professional knowledge

Methodology for defensible results

Context specificity

Longman English Interactive

Research seeking data concerningLanguage learning potentialopportunities for focus on formMeaning focuslearners attention directed toward the meaning of the languageLearner fitappropriate conditions given learner characteristicsAuthenticitycorrespondence between the learning activity and language activities out of the classroomPositive Impactpositive effects of the CALL activityPracticalityadequacy of resources to support the use of the CALL activity

Questions about Positive Impact for the student:

How much did you enjoy the following practice activities:Not at all a little some a lot Listening O O O OVocabulary O O O OSpeaking O O O OGrammar O O O OPronunciation O O O OReading O O O O

Mean Positive Impact Scores-12 Classes A 20.19B 17.57C 19.98D 19.10E 18.45E 19.36F 18.05G 16.63H 14.47 I 21.60 J 19.16 K 22.65in the USJapanThailandChile

CALL Developers&Other CALL Researchers

Teachers&Learners

OthersProgram and Policy Decision Makers&Funders

Audiences for Evaluation

Researchers in Applied Linguistics

InsidersInformed CriticsOutsiders

Communication task through voice chatResearcher looks for episodes of negotiation of meaning

Sumiko: Alright. So about our friend Harry.

Andy:Yeah, Im a little concerned about him. I dont know, Im a little concerned about him. I think he should take some leadership courses so he can gain some confidence. It looks like hes got a choice. Hes interested in either Stanford or MIT.

Sumiko: Pardon?

Andy:It looks like Harry is interested in Stanford and MIT.

Sumiko: Yeah.

Andy:I dont know exactly how much you know about Harry, but I do know some things about Harry. And ah, I think hes got a great personality Communication task through voice chat

Sumiko: Alright. So about our friend Harry.

Andy:Yeah, Im a little concerned about him. I dont know, Im a little concerned about him. I think he should take some leadership courses so he can gain some confidence. It looks like hes got a choice. Hes interested in either Stanford or MIT.

Sumiko: Pardon?

Andy:It looks like Harry is interested in Stanford and MIT.

Sumiko: Yeah.

Andy:I dont know exactly how much you know about Harry, but I do know some things about Harry. And ah, I think hes got a great personality Communication task through voice chat

Pellettieri (2000) found that learners self-corrected during chatroom tasks:G: Es tu hombre tiene una corbata y los anteojos?R: Si, el tiene

Pellettieri (2000) found that learners self-corrected during chatroom tasks:G: Es tu hombre tiene una corbata y los anteojos?R: Si, el los tiene.

Pellettieri (2000) found that learners self-corrected during chatroom tasks:G: Es tu hombre tiene una corbata y los anteojos?R: Si, el los tiene. Mi dibujo numero 5 es un mano...

Telecollaboration

Pragmatic Development Pronoun Choice in FrenchFRENCH PROFESSORvoustu

Online communicationResearcher studying online communication

ESL STUDENT IN THE US

English is biggest problemThe US isnt my worldEnglish will not be good in 10 years (from Lam, 2000)

J-pop Star

ESL STUDENT ON THE INTERNET

Ive improvedMy Internet friends helped meTheres nothing to be afraid of (from Lam, 2000)

CALL Developers&Other CALL Researchers

Teachers&Learners

OthersProgram and Policy Decision Makers&Funders

Audiences for Evaluation

Researchers in Applied Linguistics

InsidersInformed CriticsOutsiders

Evaluating computer technology for language learning

Carol A. ChapelleIowa State UniversityEvaluation for whom?TESL Ontario, December 10-12, 2009, Toronto

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