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Using document-editing and presentation software to facilitate collaborative language learning. Introduction. - PowerPoint PPT Presentation
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Tanyasha Yearwood
University of Duisburg-EssenUNTELE 2004
Using document-editing and presentation software
to facilitate collaborative language learning
Tanyasha Yearwood
University of Duisburg-EssenUNTELE 2004
“…supporting learner control over even a few facets of their learning can help learners with different language levels, interests, and learning styles.”
Egbert & Yang, in press (ReCALL)
Introduction
Tanyasha Yearwood
University of Duisburg-EssenUNTELE 2004
Research Qu.
In what ways might the use of document-editing and presentation software support collaborative language learning activities?
Tanyasha Yearwood
University of Duisburg-EssenUNTELE 2004
1. The context2. The role of the computer3. The research methodology4. A description of the study5. Data collection, analysis
and triangulation6. Some conclusions7. Further questions
Objectives
Tanyasha Yearwood
University of Duisburg-EssenUNTELE 2004
The context
Grammar school in Nordrhein-Westfalen, Germany
26 ninth-grade EFL students Natural classroom setting –
one-computer classroom (“Limited Resource Environment”)
Project-based groupwork - pen and paper activities - computer activities
Tanyasha Yearwood
University of Duisburg-EssenUNTELE 2004
A tool in supporting the writing process
A medium for group presentations
The role of the computer
1 2
Tanyasha Yearwood
University of Duisburg-EssenUNTELE 2004
The research methodology
is a vehicle in understanding a process
provides a background against which to examine themes emerging during the process
An instrumental case study(Stake 1995):
Tanyasha Yearwood
University of Duisburg-EssenUNTELE 2004
1. Research aspects of the culture of Trinidad & Tobago.
2. Use process writing techniques to prepare a final presentation.
Brainstorm themes and related ideas
Gather relevant information
Complete worksheets
Create mindmaps Present interim
and final documents
Description of the study
Objectives Procedure
Tanyasha Yearwood
University of Duisburg-EssenUNTELE 2004
Data collection, analysis & triangulation
Initial questionnaire Field notes Learner diaries Pre and post pair interviews Student assignments Student summaries
Key words
Phrases Concepts
Tanyasha Yearwood
University of Duisburg-EssenUNTELE 2004
Some conclusions
Learning: facts vs. skills broadened perspective on learning
“…We got a lot of informations about the location, population, music etc.”
“I learn to use the computer in a new way.”
“We learnt today to order our topic sentence.”
“I learned to work in groups in a better way.”
Collaborative work increased comfort
“Students enjoy working in groups and see it as fun and supportive.”
Computer as tool Useful
“Yes, we save our new decisions and that’s good.”
Some reservations.
Tanyasha Yearwood
University of Duisburg-EssenUNTELE 2004
Further questions
1. What are students‘ perspectives on the process of learning in the language classroom?
2. How might the use/integration of computer technology in a collaborative learning environment cause these perspectives to change?
Tanyasha Yearwood
University of Duisburg-EssenUNTELE 2004
Thank you for your attention!
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