Transcript Presentation Emsal Ates Ozdemir

THE PERCEPTIONS OF ENGLISH
LANGUAGE TEACHING STUDENTS
ON ELT WEBSITES
Assist. Prof. Dr. Hasan Bedir/ Cukurova University
Inst Emsal Ates Ozdemir/Mersin University
TURKIYE
The Study
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Introduction
Definition of some terms
Purpose of the study
Methodology- Participants & Context
Procedure
Data Collection
Data Analysis
Results & Discussion
A brief history of C.A.L.L.
Computer Assisted Language Learning
Stage
1970s-1980s:
Structural CALL
1980s-1990s:
Communicative CALL
21st Century:
Integrative CALL
Technology
Mainframe
PCs
Multimedia and Internet
English-Teaching
Paradigm
Grammar-Translation & AudioLingual
Communicative Language
Teaching
Content-Based,
ESP/EAP
View of Language
Structural
(a formal structural system)
Cognitive (a mentallyconstructed system)
Soscio-cognitive (developed in social
interaction)
Principal Use of
Computers
Drill and Practice
Communicative Exercises
Authentic Discourse
Principal Objective
Accuracy
Fluency
Agency
(Warschauer, 2004)
Theoretical Background
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C.A.L.L. (Computer Assisted Language
Learning) is in use since 1960 and in the
eyes of many educational technology
specialists, from that of tutor to that of tool
(Warschauer, 2002). CALL is based on
various teaching and learning theories
depending on the era and its role.
Internet is one of the most recent tools of
CALL which is in use of SLA in last couple
of years. It is based on “Integrative CALL”
phase and socio-cognitive view.
What does “Integrative Call’’ bring
new?
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It is based on Sociocognitive approaches;
With sociocognitive approaches to CALL we move from learners interaction
with computers to interaction with other humans via the computer (Kern &
Warschauer, 2000)
What does “integrative call” bring
new?
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Use of multimedia and Internet moving from
Web 1.0 to Web 2.0
Web 1.0
Ofoto
mp3.com
Britannica Online
personal Web sites
publishing
content management systems
directories (taxonomy)
Excerpted from O’Reilly (2007)
Web 2.0
Flickr
Napster
Wikipedia
blogging
participation
wikis
tagging (“folksonomy”)
Internet and the World Wide Web?
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Are they synonymous terms ?
No....
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Internet is a computer network connecting millions of
computers all over the world.
The web is a subset of the internet and dates back
to 1993s, however, Internet dates back to 1960s
Internet & ELT
Internet provides various materials that meet different
student abilities.
Lee (2000): Internet-based activities are important in keeping the students
interested and engaged in the current topic or activity. He suggests four
kinds of activities to be used for this aim:
conversation, retrieval of information and publication
Felix (2002): The recent research based on constructivist learning approaches
strongly suggest that the Internet and the Web have the potential to add
something even to the best classroom teaching.
Advantages of Internet in ELT
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Macmanus (2005) lists these as;
5 Cs ( communication, culture, connection, comparisons, community
building)
Motivational power
Resource-based learning
Control over learning
Interactivity
Publication
Updatability
Purpose of this study;
To raise awareness of prospective English language
teachers on the theoretical and the practical uses of
the internet in language learning and teaching.
Research questions:
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1. What qualities do the ELT students look for in an ELT
website?
2. What makes an ELT website insufficient for them?
3. What are their views on the use of ELT websites in the
future?
Methodology
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Participants & Context: 80 English language teaching
department students. (preparatory class students)
They place at the B2-C1 level according to the CEFR
(Common European Framework for Languages)
24 hours a week (writing, speaking, listening, vocabulary,
academic study skills, grammar and reading)
Procedure: The assignment sheet (3 among 13 websites)
Why did you choose this website? Who is it for?
What are the good points of the website?
What are the bad points of the website?
How can an English teacher make use of this
website?
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Data collection: The assignment sheets were collected.
Interviews to clarify the vague points
Data analysis: Quantitative and Qualitative analysis
(spss for the frequency of prefferred websites)
(content analysis for the answers to the open ended
questions)
Results
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The students’ preferences of specific websites
The frequencies of students' preferences
60
53
50
40
34
30
32
31
30
23
20
21
16
10
0
Manythings.org Englishclub.org
Esl-lab.com
Englishpage.com
Eslgold.com
English-zone.com
A4esl.org
Others (Total
Six Web site)
The reason why they chose a specific website
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The outlook of the website
‘ It appealed to me with its good graphics and multimedia files’
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The name of the website
The audience of the website
The variety of authentic materials (esp.listening)
‘I chose this website because there are lots of listening activities. I thought
that it will help me improve my listening, so I will speak more effectively.’
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Getting immediate feedback
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To use as a reference source
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To share ideas with other people
The bad features of a website for students
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Not updated regularly
Unknown author
Too many ads
No bilingual quizzes
No texts for the listening materials
Navigation is slow
Pay charge for using the website
The good features of a website
Testing the English level of the users
 Friends from different cultures
(forums, chats on the website)
communicating with the native
speakers
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Linder (2004) ‘ five basic possibilities of the
networking English classroom’
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Real time communication with other network users
(using the internet as a telephone or video
conferencing device, Chat)
Deferred-time communication with other network users
(email, mailing lists, newsgroups, and others)
Source of information ( text, images, voice and sound,
especially on the World Wide Web)
Outlet for publication (text, images, voice and sound,
especially on the World Wide Web)
Distance teaching/ learning
The ideas of the students on the use of ELT websites as
pre-service English language teachers
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To use as authentic materials
(listening)
To update their knowledge
(professional development)
To communicate
Implications and suggestions
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English language teachers should
be good guides for students to
access ELT websites which are
suitable for their needs.
They should catch up with the
developments in the education
world
Thank
you...
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Assist. Prof. Dr. Hasan Bedir/ Cukurova University
[email protected]
Inst Emsal Ates Ozdemir/Mersin University
[email protected]
TURKİYE