Socio- and Psycholinguistic Considerations in Interactive Video Instruction for Limited English Proficient Students

Felix, Judith Walker de; Johnson, Richard T.; Schick, Jo-Anne

doi:10.1300/j025v07n01_08

Cited by 3 publications

(3 citation statements)

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“…Verano's (1989) study of interactive video for Spanish teaching, for example, found that the more interactive the video work, the more students retained. De Felix et al (1990) also had favourable results, showing that ESL students in a fourth grade class were motivated by the use of ^interactive videodisc. Liu (1992) found that computer-based hypermedia enhanced vocabulary learning, while Engelsberg (1997) had mixed results from a multimedia program.…”

Section: Research On Software-based Learning Activitiesmentioning

confidence: 97%

Computers and language learning: an overview

1998

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Recent years have shown an explosion of interest in using computers for language teaching and learning. A decade ago, the use of computers in the language classroom was of concern only to a small number of specialists. However, with the advent of multimedia computing and the Internet, the role of computers in language instruction has now become an important issue confronting large numbers of language teachers throughout the world. This article will provide an overview of current teaching practices and research related to the uses of computers in the language classroom. It will be divided into four main parts: (1) a brief history of computerassisted language learning (CALL), (2) a survey of current practices and research, (3) a prospectus toward the 21st century, and (4) a list of resources for further information. The History of CALL Computers have been used for language teaching since the 1960s. This 30+ year history can be roughly divided into three main stages: behavioristic CALL, communicative CALL, and integrative CALL. Each stage corresponds to a certain level of technology as well as a certain pedagogical approach. Behavioristic CALL, conceived in the 1950s and implemented in the 1960s and 1970s, could be considered a sub-component of the broader field of computer-assisted instruction. Informed by the behaviorist learning model, this mode of CALL featured repetitive language drills, referred to as drill-and-practice (or, pejoratively, as "drill-and-kill"). In this paradigm, especially popular in the United States, the computer was viewed as a mechanical tutor which never grew tired or judgmental and allowed students to work at an individual pace. Though behaviorist CALL eventually gravitated to the personal computer, it was first designed and implemented in the era of the mainframe. The best-known tutorial system, PLATO, ran on its own special hardware consisting of a central computer and terminals and featured extensive drills, grammatical explanations, and translation tests at various intervals (Ahmad, Corbett, Rogers, & Sussex, 1985). The next stage, communicative CALL, emerged in the late 1970s and early 1980s, at the same time that behavioristic approaches to language teaching were being rejected at both the theoretical and pedagogical level, and when new personal computers were creating greater possibilities for individual work. Proponents of communicative CALL stressed that computer-based activities should focus more on using forms than on the forms themselves, teach grammar implicitly rather than implicitly, allow and encourage students to generate original utterances rather than just manipulate prefabricated language, and use the target language predominantly or even exclusively (Jones & Fortescue, 1987; Phillips, 1987; Underwood, 1984). Communicative CALL corresponded to cognitive theories which stressed that learning was a process of discovery, expression, and development. Popular CALL software developed in this period included text reconstruction programs (which allowed students working alone o...

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Section: Research On Software-based Learning Activitiesmentioning

confidence: 97%

Computers and language learning: an overview

1998

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“…De Felix, Johnson, and Schick (1990) also had favorable results, showing that ESL students in a fourth grade class were motivated by the use of interactive videodisc. Liu (1992) found that computer-based hypermedia enhanced vocabulary learning, while Engelsberg (1997) had mixed results from a multimedia program.…”

Section: Native Speakers Articulating Target Phonemic Distinctions) mentioning

confidence: 94%

The Incorporation of Communicative Language Teaching into the Elaboration of Interactive Software for ESL/EFL Learning

Wollman-Bonilla

Borges

2006

Preprint

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This study investigated the extent to which ESL/EFL software programs currently available on the market develop language skills according to the principles of Communicative Teaching and an interactive approach to computer use for language learning. A software evaluation instrument was developed and validated. The validated instrument was used to evaluate fifteen ESL/EFL software programs currently available

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“…In his study on interactive video for Spanish teaching, Verano (1989) found that the more interactive the video work was, the more students retained. Liu (1993) concluded that computer-based hypermedia enhanced vocabulary learning, whereas other studies found that participants were more motivated when using interactive video discs (DeFelix et al, 1990) and enjoyed multimedia educational programmes (Borges, 2014;White et al, 2000). Truly interactive multimedia, which uses the Internet as its transfer mechanism, should be a consideration when designing an effective and dynamic classroom experience (Brett, 1996;Tucker & Courts, 2010).…”

Section: The Internet As a Teaching Toolmentioning

confidence: 99%

Internet-Assisted Language Teaching: The Internet as a Tool for Personalised Language Exploration

Kanellopoulou¹,

Γιαννακουλόπουλος²

2021

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Over the last decades, the role of the teacher has changed due to developments in technology. Teachers now mainly provide direction and facilitate learning rather than being the know-it-all master. Their new role in the Net generation inevitably involves the use of multimedia Internet. Internet-based environments are student-centered and allow learners to be actively involved in the learning process. This paper presents how internet tools have developed over the years, with a focus on language skills development. It also discusses the basic principles behind building new personalised internet tools and presents examples from a specific experimental platform, which is part of a PhD study on foreign vocabulary learning. This platform makes use of a novel internet-based dubbing application called Film L2 Dubbing Activity (FL2DA). Our main aim is to discuss empirical data and shed some more light on how the internet-based environment and the use of feature film clips may assist in foreign language skills development and what is entailed in managing such an internet-assisted environment.

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Socio- and Psycholinguistic Considerations in Interactive Video Instruction for Limited English Proficient Students

Cited by 3 publications

References 0 publications

Computers and language learning: an overview

Computers and language learning: an overview

The Incorporation of Communicative Language Teaching into the Elaboration of Interactive Software for ESL/EFL Learning

Internet-Assisted Language Teaching: The Internet as a Tool for Personalised Language Exploration

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