Learning Languages from Interactive Television: Language Learners Reflect on

Techniques and Technologies

Presenter : Jyun Yan Wu

Instructor : Ping-Ying Hsu

Date : March 17,2014

Sanaz, F., Judith, M., &Pemberton(1996).

Learning Languages from Interactive

Television: Language Learners Reflect on

Techniques and Technologies. Language

Learning and Technology, 4,4336-4343.

Citation

2

Content

Conclusion

Introduction

Background

Literature review

Gap

Purpose of the study

• iTV

Interactive television (iTV) is a new media technology

that has great potential for supporting language

learning, particularly for independent adult learners.

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• Background

From the earliest examples of paper-based language

technologies such as dictionaries and grammar books,

through language laboratories, radio, audio tapes, television

programs, CD-ROMS, the Internet and most recently

Mobile technologies.

(Sharples, 2000)6

• Gap

. While there is an extensive literature on many other aspects

of language learning and teaching, particularly in

classroom settings, we know surprisingly little about the

independent language learner's attitudes and approaches

to learning and to technologies for supporting it.

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• Purpose

. The aim of the study is to understand their motivations,

the methods they find useful and the problems they

encounter..

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•iTV has the potential to extend lifelong learning

opportunities to new types of learner. Conventional TV is a

known and trusted technology.

(Reeves & Naas, 1996)

Literature Review

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Potential Motivation

• People have a tendency to do other things -

ironing, chatting, reading, eating - while viewing.

(Gauntlett & Hill, 1999).

Literature Review

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•Digital television, available via cable and satellite, adds

a new dimension to learning from the TV by multiplying

available channels.

(Meinhof, 1998; Moores, 1996)

Literature Review

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Multiplying TV for learning

• “Television is perceived as a leisure, rather than a

work, technology, so any learning services need to be

designed with this in mind.”

(Ling & Thrane, 2002)

Literature Review

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• “Television is therefore already a powerful learning

environment for language learners. Interactivity adds new

facilities for information retrieval and communication”

(Gawlinski, 2003)

Literature Review

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• Participants

• Instrument

• Data analysis

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• Participants

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Language

English 14 / numbers

Turkish 7 / numbers

Total = 21

Age Number

21~30 years old 10

31~50 years old 4

Over 50 years old 7

All participants were frequent users of computer.

Video-recording

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Instrument

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Data analysis

Analyzed

Three evaluators analyzed the transcription independently.

Procedure

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Group 1 Group 2Group 3

Motivation => Why do they want to study language?

Approaches =>How do they study their language with technology ?

Motivation

1. They learning a specific language was a

necessity.

2. They wanted to communicate with foreigners.

3. They liked languages and were permanent

language learners.

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Approach

Book

Audio/radio

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Number Notes

14 had used language textbooks.

Number Notes

13 had used radio to assist language learning, with five using it often.

• Video

• Computer

21

Number Notes

13 had used target language television for language

learning, with five using it often.

Number Notes

8 had used a variety of software products, including

online language courses,

to assist their learning

• Communication technologies(e-mail, chat rooms)

• iTV

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Number Notes

6 had used e-mail for language learning, with three

using it often.

Number Notes

0 None of the participants had used interactive TV for

language learning, nor were they particularly

impressed with the current state of iTV technology

and services.

• Life experience

A taxi driver and had an extensive knowledge of

the local road network had developed his own

version of location-based mnemonics.

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“I associate Spanish vocabulary with street names”.

• Participants watched television for entertainment,

and even our most fanatical language learners were

not keen to watch TV programmers.

• They benefits from multimedia of material, with

different media complementing each other and

providing context to facilitate understanding.

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• Many participants mentioned difficulties in

remembering languages and grammar rule that

they had learned but did not practice after class.

• However, they had developed many solutions and

approaches to the memory problem.

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• Although researcher provide quite detail

information about participants, the sample items

of questionnaires did not mention.

• The sample size quite small, the result is

incomplete, and not suitable for other location.

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Critique

• Remembering show the questionnaires, if that

questionnaires were adapted from other researchers

, cite the name and years.

• Inviting more participants join the study, it is to

increase the reliability and validity, and develop the

instrument part of questionnaires(balance).

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Suggestion