Appraising the Methodology Currently Implemented of Use of Software and Computer Assisted Language Teaching with 11th Graders at Monsignor Sanabria Vocational High School

UNIVERSIDAD MAGISTERFACULTAD DE EDUCACIÓN

LICENCIATURA EN ENSEÑANZA DEL INGLÉSTESIS PARA OPTAR AL GRADO DE LICENCIATURA EN

ENSEÑANZA DE INGLÉS

“APPRAISING THE METHODOLOGY CURRENTLY IMPLEMENTED ON THE USE OF SOFTWARE AND COMPUTER ASSISTED

LANGUAGE TEACHING WITH 11TH GRADERS AT MONSIGNOR SANABRIA VOCATIONAL HIGH SCHOOL”

JENNIFER ALVARADO SALAS15 DE MAYO 2015

INTRODUCTION

With the spread and development of English language around the world, English is used as second language in a country like Costa Rica, at present the role and status of English is higher than ever as evidenced by its position as a tool of instruction and curriculum. Nowadays it is important for the Costa Rican context to improve the language acquisition methodologies with advanced technology and online resources. No doubt, students find it more interesting, and it is easier for the teachers to use these new teaching strategies once they have been properly empowered.

A concern of many language teachers is to decipher how technology can help students to learn and practice a second language, it is important to analyze the use of modern technology to extend the students´ capabilities to acquire and practice the language outside the classroom.

Teachers face situations that make them think how to motivate the students during the learning process. The lack of student’s interest has propitiated to the teachers, look for alternative methods.

For this reason the purpose of this research is to appraise the methodology currently implemented on the use of software and Computer Assisted Language Teaching with 11th graders at Monsignor Sanabria Vocational High School. It is necessary to value the implementation and impact of new technologies in the educational context in High School.

Some students drop out from high school because it is very difficult for them to acquire a new language, in this case English. Some of them are bored of taking classes in the same way like chalk, board, and books, so they leave or fail the English courses.

Nowadays, with technology in our hands why not to use different devices and software to encourage our students to learn a new language in an dynamic and entertained way.

JUSTIFICATION

GENERAL OBJECTIVE

To appraise Computer Assisted Language Teaching (CALT) methodologies currently implemented with 11th graders at Monsignor Sanabria Vocational High School for the improvement of English teaching process according to MEP Curriculum Program.

SPECIFIC OBJECTIVES To describe the CALT Method and its main characteristics and principles. To identify advantages and disadvantages of CALT Method in the English Teaching

process. To determine the methodologies currently used in the English lessons at Monsignor

Sanabria Vocational High School. To evaluate teachers and students computer literacy and technological skills. To develop a proposal of an innovative guide for English teachers on the use of

technology and web based tools according to the MEP Program.

GENERAL OBJECTIVE

INSTITUTIONAL FRAMEWORK

Monsignor Sanabria Vocational High School is a public educational institution

category III, of the Diversified Cycle Technical Vocational. It belongs to the

Desamparados Regional, Educational Circuit 01.

Currently it has an enrollment of 1100 students, aged from fifteen to nineteen,

distributed in the different specialties. The faculty and staff consist of 110 people.

This high school is an official public institution which belongs to the Ministry of

Education in which is taught the common academic lessons besides the subjects

called "specialties" in order to graduate their Technical graduates in any specific

branch such as Industrial, Commercial and Services.

In Costa Rica, the Ministry of Education tries to familiarize the teaching-learning process towards the fact of shaping individuals who will have the knowledge, attitudes, values, and abilities required for living in a democratic society, making this individual responding to the exigencies of socio-economic and political development.

Nowadays, almost every aspect of people´s lives is affected in some way by technology. As is well known, computers take a very important place in education as well, but they take an even more important place in language learning, in fact computers can be a tremendously useful tool for English language. For this reason the CALL and CALT approaches were created.

THEORETICAL FRAMEWORK

COMPUTER ASSISTED LANGUAGE LEARNING AND TEACHING (CALL/CALT)

The CALT method, English acronym meaning Computer Assisted Language Teaching is an approach that uses computers and technology as powerful tools to teach languages, it also uses computers as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element.

CALT method allows students to acquire a second language based on exercises and practices with the use of computers and specific software which includes a self-assessment.

Computers have become so widespread in schools and homes and their uses have been expanded so dramatically, the majority of language teachers must now begin to think about the implications of computers for language learning and teaching.

CALT method is not a new approach in language teaching field, in fact it has

been used since the 1960´s and 70’s, however as Chapelle (1997) stated there

is still a lack of research method and clear and concise theoretical foundation of

the approach. It was originated in the USA and was in common use until the

early 1980s when CALT became more popular.

For many years foreign language teachers have used the computer to provide

supplemental exercises. In recent years advances in computer technology have

motivated teachers to reassess the computer and consider it a valuable part of

daily foreign language learning.

HISTORY AND DEVELOPMENT OF CALT

Little information about the use of CALT itself is found in our country, but since CALT is a method based

on the use of computers to teach languages we can find that many educational institutions, teachers and

learners themselves, are making use of this approach since many years ago, however most of the time

not using an specific program for language learning.

The Ministry of Public Education (MEP - Spanish acronyms) has explained in the official English

Programs of the country that the purposes of English Language Teaching in Costa Rican Educational

System should respond to the following needs:

1. To offer students a second language that can enable them to communicate within a broader social-

economic context in and outside Costa Rica.

2. To give students a tool to directly access scientific, technological and humanistic information and, in

this way expand their knowledge of the world. (Campos, et. al, 2003)

CALT USED IN COSTA RICA

TYPES OF CALT PROGRAMS

Generic software applications are designed for general use :

Word processors such as Microsoft Word

Presentation software such as Microsoft Power Point

Spreadsheet such as Microsoft Excel

Computer-mediated communication (CMC) programs: synchronous - online

chat; asynchronous - email, discussion forum, message board

Web Browsers.

CALT software applications are designed to promote explicit or implicit

language learning objectives

CD rooms

DVD

Web interactive language learning excersises

Multiple-choice & true/false quizzesGap-filling exercise/clozeMatchingRe-ordering/sequencingCrossword puzzlesGamesSimulationsWriting & word-processingWeb quests/searchingWeb publishingOnline communication (synchronous and asynchronous)

TYPES OF CALT ACTIVITIES

Advantages

Prove Practices Interest and motivationEnhance student achievement Increase materials for studyEncourage interaction Emphasize the individual needs Independence Increase global understandingEncourage the reading habitCritical thinkingGive instant feedback

CALT ADVANTAGES AND DISADVANTAGES

Disadvantages

EconomicKnowledge of computersLack of speaking skillDistraction

Type of research Mixed methodology: Descriptive and Exploratory, considering both quantitative and

qualitative approaches.

Subject

28 students from the night school, the teacher and the administrative personnel of the

Monsignor Sanabria Vocational High School.

Source of information Technique: Survey Instrument: Questionnaire, interview, observation

Population Monsignor Sanabria Vocational High School, located in Desamparados, eleventh

graders

Sample Groups 3-6 and 3-7 of Nigh School, 28 students

RESEARCH FEATURES

Computer Assisted Language Teaching (CALT)

Advantages of CALT method

Disadvantages of CALT method

English teaching process

Current methodologies used at Monsignor Sanabria Vocational High

School for English teaching

Teacher’s computer literacy and technological skills

Students computer skills evaluated through CALT

VARIABLES DEFINITION

Lab equipped with 5 computers

Low internet connection

Students show motivation when teacher uses the

computer and video beam

Lack of computer skills

Lack of resources

Use of traditional methods

ANALYSIS OF THE OBSERVATION

Availability to work with CALT

Lack of resources

Improvement plan

New teaching techniques

Training teachers

Scholarship for students

ANALYSIS OF THE INTERVIEW

COMPUTER ASSISTED LANGUAGE TEACHING (CALT) METHOD

STUDENT’S INTEREST ON IMPLEMENTING CALT METHOD IN EFL

ANALYSIS OF THE SURVEY APPLIED TO THE STUDENTS

Source: Chart N° 10. Alvarado, Jennifer. 2015

4%

68%

25%

4%

Little interestedVery interestedInterestedI am not sure

ADVANTAGES OF CALT METHOD

ADVANTAGES OF CALT METHOD IN ENGLISH TEACHING


89%

4% 7%

YesNoI am not sure


ENGLISH TEACHING PROCESS

MOST USEFUL TOOLS IN ENGLISH LANGUAGE TEACHING


Computer programas

Educational blogs

TV/DVD/Videos/Movies

CDs/Music Social networks

41%

10%

31%

14%

3%

Source: Chart N°9. Alvarado, Jennifer. 2015

CURRENT METHODOLOGIES USED AT MONSIGNOR SANABRIA VOCATIONAL HIGH SCHOOL FOR ENGLISH TEACHING

CURRENT METHODOLOGIES USED IN ENGLISH TEACHING


7%

18%

75%

Translation MethodTV/DVD/Videos/MoviesDifferent Methods


TEACHER’S COMPUTER LITERACY AND TECHNOLOGICAL SKILLS

TEACHERS COMPUTER LITERACY


Planning lessons by computer Video Beam TV/DVD/Movies

Songs Web based tools Internet searching

Source: Alvarado, Jennifer. 2015

STUDENT’S COMPUTER SKILLS EVALUATED THROUGH CALT

ATTITUDE OF THE STUDENTS TOWARDS COMPUTERS


21%

68%

11%

ConfortableGoodNeed to improve


Conclusions

Use of computers and internet Students positive attitude towards

computers and internet The use technology in the

classroom Tradional Method vs CALT Method CALT implementation necessity Teachers computer literacy Educational opportunities

CONCLUSIONS AND RECOMMENDATIONS

Recommendations

Learning about CALT Motivation Increase the use technology in

the classroom Provide learning tools Decrease tradional methods Train teachers More educational opportunities

and resources Use of web based tools

General objective To implement a workshop for the English teachers with an innovative guide on the usage of web

based tools in order to improve the English teaching methodology at Monsignor Sanabria Vocational High School.

Specific objectives To design the training workshop for the English teachers about the use of 3 web-based tools in

English lessons.

To implement the training workshop for the English teachers using the 3 different web-based

tools to create interactive games and exercises to the students.

To analyze the results of the implementation of the different web-based tools at Monsignor

Sanabria Vocational High School in the English teaching learning process.

To develop a cost-benefit analysis to determine the financials pros and cons of implementing this

proposal.

PROPOSAL OF AN INNOVATIVE GUIDE FOR ENGLISH TEACHERS ON THE USE OF TECHNOLOGY AND WEB BASED TOOLS

ACCORDING TO THE MEP PROGRAM

Scope

The current proposal is on the English teaching and learning methodology improvement in which

the main objective is about using the web-based tools as a facilitator to improve such experience

for both teachers and students.

The English teachers will be trained on how to use the following 3 web-based tools: CyberL@b,

Hot Potatoes™ and JClic.

This proposal will show to the English Teachers on how to use these 3 web-based tools and

interactive games in order to they can find a variety of new techniques and different activities.

Using these different activities, teachers will have a proper understanding on how to get the best

use of these technological tools and in this way students will be motivated and will learn more than

using traditional methods.



Proposal schedule



ACTIVITYPLANNED START

DATEDURATION

COMPLETION %

CyberL@b Workshop

Session 1 – Group 1

03-August-2015

7 am to 11 am4 hours 0

CyberL@b Workshop


04-August-2015


Hot Potatoes Workshop


05-August-2015


Hot Potatoes Workshop


06-August-2015


JClic Workshop


07-August-2015


JClic Workshop


10-August-2015


Source: Alvarado, Jennifer. 2015

THANKS!