Philip Hubbard is Senior Lecturer in Linguistics and Director of the English for Foreign Students Program at the Stanford University Language Center. A professional in computer-assisted language learning (CALL) for over 30 years, he has published in the areas of CALL theory, research, methodology, evaluation, listening, teacher education, and learner training. His more recent projects focus on principles for mobile learning, a framework for CALL theory, and teaching reflectively with technology. He served on the task force that developed the TESOL Technology Standards and is associate editor of Language Learning & Technology and Computer Assisted Language Learning.
Plenary Presentation: Five keys from the past to the future of CALL
Current trends in CALL such as mobile learning, gamification, and use of social media appear to represent major shifts in the digital language learning landscape. However, these and other applications of technology to mediate language learning may be informed by reflecting not only on the present but also on relevant insights from past research and practice. In this talk, I draw on selected studies and my own experience to identify five key lessons learned. These lessons involve understanding 1) the cycle of technology adoption, 2) the dimensions of technology mediation in the language learning process, 3) the promise and limitations of CALL theory and research, 4) the importance of teacher education in an age of continuous change, and 5) the value of learner training for effective technology use. Teachers, researchers, and developers alike can profit from these lessons in creating and implementing new technologies, tasks, and activities.
Workshop: Technologies and techniques for listening in the digital age
Listening has long been regarded as central to language learning, yet its value was traditionally minimized due to the difficulties in accessing a range of useful material. That is no longer true in the digital age, where free online materials either devoted to or suitable for supporting the development of language and listening skills abound. In this workshop, teachers will begin working on the following:
- understanding the dimensions of listening and the role of listening in language learning both as a separable skill and as part of an integrated language curriculum;
- identifying and controlling technologies and tools for language teaching and learning including use of transcripts, captions, translations, glossaries, linked dictionaries, and speed controls;
- locating and selecting appropriate digital resources for both classroom teaching and independent learning;
- adapting and creating effective tasks, activities, strategies, and procedures for their teaching context.
Regine Hampel is Professor of Open and Distance Language Learning at the Open University, UK. As Associate Dean (Research Excellence) in the Faculty of Wellbeing, Education and Language Studies she leads the unit’s research portfolio (approx. 250 academics). Her own research explores the impact of using new technologies for language learning and teaching, focusing for example on the affordances of digital media, activity design, learner interaction and communication, online literacies, and teacher training. Recent projects include 'Developing Online Teaching Skills' (DOTS), which was funded by the European Centre for Modern Languages. The project resulted in an edited book (Hampel & Stickler 2015).
Plenary Presentation: The disruptive effect of technology on communication and meaning-making in the language classroom: a complex systems theory approach
The new digital media have the potential to transform language education. Although technology is embedded in students’ lives today, there is an assumption by many educators that its use is inconsequential. So how can we ensure that our learning and teaching practices realize this potential and encourage a new learning ecology? By using complex systems theory, this plenary presentation will take an innovative approach to understanding how technologies impact on communication and meaning-making in language learning and teaching. Recent studies provide evidence for the disruptive effect of the new media on traditional language learning settings and for a phase shift that is reshaping language education by opening up new ways of constructing meaning and knowledge, creating new interaction patterns, and introducing real-world communication into the classroom while also posing new challenges. The presentation will conclude by highlighting what teachers, institutions and policy makers can do to respond to this shift.
Workshop: Using ICT to support language learning and teaching
This workshop will focus on the needs of teachers and teacher trainees regarding the use of information and communication technologies (ICT) in the language classroom. Based on the belief that technology and pedagogy need to be integrated, we will explore various tools and activities that can be used with language learners to enhance different skills, reflect on techniques for integrating ICT tools in the language classroom, and share experiences and ideas. Part of the workshop will be based on resources published as a result of the project Developing Online Teaching Skills, funded by the European Centre for Modern Languages. The workshop will also draw on some of the research inspired by the project and brought together in a recently published book (Hampel, R. and U. Stickler (eds.) (2015) Developing Online Language Teaching: Research-based Pedagogies and Reflective Practices, Palgrave). Workshop participants should bring an online activity (or an idea for one).
Thomas Robb, Ph.D, U. of Hawaii, is Professor Emeritus, Kyoto Sangyo University, where he was Chair of the Department of English, Faculty of Foreign Languages until he retired in March of 2017. He is a long-time user of CALL and the Internet, and has created a number of websites and applications for various student projects, interactive learning and professional exchange.
He has been President of JALT, has been on the Board of Directors of International TESOL, a past president Pacific CALL. He is the founder of the annual GLoCALL conference and chair of Extensive Reading Foundation.
Plenary Presentation: Getting them to do it: Why tracking is important
Computer Assisted Language Learning has gone a long way since the early days, when students had to study in a computer laboratory using software that was installed on each computer with no means for the teacher to watch or record what each student was doing. Now the CALL lab is virtually a thing of the past, but one problem has persisted since the early days: Many teachers still do not know whether their students are using assigned software or not because there is no tracking mechanism for it. Tracking is important for one clear reason: Without it, most students will not do the work!
In this presentation we will look at how we, as teachers, can keep track of what our students are actually doing -- or not doing. Based on the principle that only trackable activities should be assigned, we will survey what is available, and how we can make assigned activities ‘trackable’. All tracking functions, however, are not equal. We will survey a number of sites to understand what is essential for a truly usable tracking function.
Workshop: Using the PeerEval app for peer evaluation of presentations
This short workshop will allow the presenters to experience the “carousel presentation” method, whereby each student in a small group gives a brief, prepared presentation, and then rotates to the next group around the room, repeating the presentation for each new audience. After 2 to 3 rotations, the speaker returns to his/her original group and the #2 person in each group repeats the above process. This procedure allows students to practice speaking even if they do not possess the skills nor confidence to speak spontaneously. Since it is difficult, if not impossible, for the instructor to evaluate multiple simultaneous presentations, the evaluation task is placed in the hands of their peers. While the instructor can have the students fill out an evaluation sheet, this workshop will suggest a digital solution -- a free mobile app called “PeerEval” that takes the drudgery out of the evaluation recording process.
Dr. Vivien Berry
(The British Council, The U. K.)
Prof. Yueguo Gu
(Beijing Foreign Studies University, ChinaCALL)