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Course Syllabus

Download the syllabus in pdf format:

ido382_module-handbook_2016-17_spring

Course Overview

Rationale
This course offers students an opportunity to gain familiarity with the use of instructional technology for materials design in foreign language teaching. It will provide them with theoretical and practical understanding of how technology can be integrated into language teaching curriculum, and how teachers can make use of contemporary developments in instructional technology. Informed by theoretical underpinnings, the course explains the ways Web 2.0 applications, corpus analysis software, CALL applications, and digital media can be implemented to support teaching and learning experiences in classrooms and beyond.

Aims
Intended knowledge outcomes

 By the end of this course, students should:

  • Know the kind of opportunities Computer Mediated Communication (CMC) can offer for teachers and learners.
  • Be familiar with Computer Assisted Language Learning (CALL) applications and web applications like Hot Potatoes.
  • Have familiarity with corpus-based approaches to written and spoken texts.
  • Know how to use digital media like films and TV series in their teaching.
  • Develop understanding of integrating YouTube, Wikis, Blogs, Facebook, and mobile applications into communicative and instructional practices.
  • Learn to be selective in bringing different technologies into classrooms for teaching certain language skills.

 Teaching and Learning

Lectures

Discussion of selected readings

Group work and small group discussions

Input by individual students (short presentations)

Independent learning through reading and personal research

Completion of coursework assignment

Hands-on practice and workshops

Assessment

  1. Material design and development (40%): Teacher candidates are expected to create e-materials using Hotpotatoes, and authentic materials using a corpus linguistic software, among many others. Information on the evaluation criteria will be provided during the semester.
  1. Materials Evaluation (5%): Using a set of criteria, the students will be asked to evaluate a number of materials prepared and posted on the course blog. The students will be assessed based on the quality of their evaluation.
  1. Lesson plan (5%): The students will be asked to prepare an online lesson plan based on the video they will watch at the 2nd week of the course.
  1. Presentation (10%): Students will present a project that uses instructional technology in relation to specific language skills to be developed. The presentation will in a way be the basis of the final assignment. It is expected that the selected tool and its integration into instruction/learning can be supported by relevant theories. Connections should be made to the academic articles read.
  1. Final Assignment (40%): The final assignment (between 2000-2500 words) will argue about using the selected tool(s) in instructed learning settings. The assignment will be in an article format; including an introduction, a review of literature, a discussion, and a conclusion section. It will demonstrate evidence of reading and connections between theory and classroom practice. The paper will include a sample lesson plan (if it is classroom based), which can be applied at any level with any group.

Submission date for the final assignment: 22.05.2017

 Course Schedule

Week Date Session

 

1 13.02.2017

 

Introduction to the course
2 20.02.2017

 

CALL and SLA

This session will include a short introduction to the course. Instructional technology and its potential contributions to language teaching and learning will briefly be introduced. Students will be made familiar with concepts like CALL, Web 2.0, instructional media, and CMC. The potential of technology for materials design and its contributions to teaching practices will be discussed.

 

Reading:

Blake, R.J. (2008). Brave New Digital Classroom: Technology and Foreign Language Learning. Washington: Georgetown University Press.

(Chapter 1: SLA, Language Teaching, and Technology)

 

*Chapelle, C. A. (2009). The Relationship between second language acquisition theory and Computer–assisted language learning. The Modern Language Journal. 93, 741-753.

 

Levy, M. (2009). Technologies in use for second language learning. The Modern Language Journal. 93, 769-782.

 

Stockwell, G. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL. 19(2), 105-120.

 

Zheng, R.Z. (2010). Designing dynamic learning environment for Web 2.0 application. In Harrison Hao Yang and Steve Chi-Yin Yuen (eds.) Collective Intelligence and E-Learning 2.0: Implications of web-based communities and networking (pp. 61-77). New York: Information Science Reference.

 

3

 

27.02.2017

 

Internet as a resource for materials development

Internet, with millions of websites designed for a variety of purposes, is an invaluable resource for language teachers. News websites, commercial websites, and educational websites can be turned into resources for educators that can address specific needs of the students like learning new vocabulary. This session will explore these opportunities and help the students understand various ways the Internet can be used for designing language-teaching materials. In addition, podcasting as a tool to develop listening skills will be introduced.

 

Reading:

Cross, J. (2011). Comprehending News Videotexts: The Influence of the Visual Content. Language Learning & Technology. 15(2), 44-68.

 

*Mitchell, I. (2009). The potential of the Internet as a language learning tool. In Michael Evans (ed.) Foreign Language Learning with Digital Technology (pp. 32-59). London: Continuum. Victoria, Australia: ACER Press.

 

O’Bryan, A. and Hegelheimer, V. (2007). Integrating CALL into the classroom: the role of podcasting in an ESL listening strategies course. ReCALL. 19(2), 162-180.

 

Travis, P. and Joseph, F. (2009). Improving students’ speaking skills with podcasts. In Michael Thomas (Ed.) The handbook of Web 2.0 and Second Language Learning (pp. 313-330). Hershey: Information Science Reference.

 

4 6.3.2017 Web 2.0: Blogging, Wikis, and Social media

This session will look at the potentials of Web 2.0 technologies with particular emphasis on Blogs. The students will learn the basics of starting an educational blog and will also get to know how they will set up a blog for the requirements of this course. Potentials of other social media will also be introduced. Ideas on how social networking sites like Facebook can be turned into educational tools will be given.

 

Reading:

Bradley, L., Lindström, B. and Rystedt, H. (2010). Rationalities of Collaboration for language learning in a wiki. ReCALL. 22(2), 247-265.

 

Carney, N. (2009). Blogging in foreign language education. In Michael Thomas (Ed.) The handbook of Web 2.0 and Second Language Learning (pp. 292-312). Hershey: Information Science Reference.

 

Guth, S. and Petrucco, C. (2009). Social software and language acquisition. In R. C. V. Marriott and P. L. Torres (eds.) Handbook of research on e-Learning methodologies for language acquisition (pp. 424-442). Hershey: Information Science Reference.

 

Mompean, A. R. (2010). The development of meaningful interactions on a blog used for the learning of English as a Foreign Language. ReCALL. 22(3), 376-395.

 

Sturm, M., Kennell, T., McBride, R., and Kelly, M. (2009). The pedagogical implications of Web 2.0. In Michael Thomas (Ed.) The handbook of Web 2.0 and Second Language Learning (pp. 367-384). Hershey: Information Science Reference.

 

Sun, Y. And Chang, Y. (2012). Blogging to learn: becoming EFL academic writers through collaborative dialogues. Language Learning & Technology. 16(1), 43-61.

 

5 13.3.2017

 

Developing online materials with Hot Potatoes (1)

Hot Potatoes@ ( http://hotpot.uvic.ca/ ) is a free software that enables users to create short-answer, multiple choice, matching/ordering, and gap-fill exercises. In this session, the students will be introduced a variety of websites used for language learning that were designed by using this software. Links will be built on theoretical basis and classroom practice. Particular language skills will be emphasised with theoretical underpinnings.

Reading:

Sert, O. (2008). Teaching animals to young learners: a web-based lesson. Karen’s Linguistic Issues. Available from http://www3.telus.net/linguisticsissues/animals.

 

 

6 20.03.2017

AAAL Conference in Portland

 

Library week

7 27.3.2017

 

Developing online materials with Hot Potatoes (2)

Building on the previous session, this session will give learners opportunities to build their own resources with hands-on activities. Students will work individually and in groups to create user-friendly activities for language learning using the Hot Potatoes software. Students should bring their laptops to the class in order to be able to work on their files.

 

Reading:

Balaam, A. A step-by-step guide to getting started with Hot Potatoes.

 

 

8 3.4.2017

 

 

 

Corpus linguistics and developing authentic language teaching materials

 

Findings from corpus linguistic studies enabled researchers and practitioners to understand the use of written and spoken language and contributed especially to the fields of grammar and vocabulary. By analysing collections of texts, both written and spoken, corpus linguists described the actual use of language in a wide array of settings. In this session, the students will be introduced a variety of corpora software (e.g. Wordsmith Tools) that can help better understand discourse in English, and will be made familiar with concepts like word frequency, concordancing, and collocations. This will give a better understanding of how this technology can influence materials development in Applied Linguistics, which will further be covered in the following session.

 

Reading:

 

Jones, M. and Durrant, P. (2010). What can a corpus tell us about vocabulary teaching materials?. In Anne O’Keeffe and Michael McCarthy (eds.) The Routledge Handbook of Corpus Linguistics (pp. 387-400). Abingdon: Routledge.

 

O’Keeffe, A., McCarthy, M. and Carter, R. (2007) From Corpus to Classroom:  Language use and language teaching. Cambridge: Cambridge University Press.

 

Viana, V. and Zyngier, S. (2009). EFL through the digital glass of Corpus Linguistics. In R. C. V. Marriott and P. L. Torres (eds.) Handbook of research on e-Learning methodologies for language acquisition. (pp. 219-236). Hershey: Information Science Reference.

 

Walsh, S. (2010). What features of spoken and written corpora can be exploited in creating language teaching materials and syllabuses? In Anne O’Keeffe and Michael McCarthy (eds.) The Routledge Handbook of Corpus Linguistics (pp. 333-344). Abingdon: Routledge.

 

 

9 10.4.2017 Using corpora to teach language skills

This session will bring practical insights for creating an awareness of language use in different contexts and applying findings of corpora analysis into the teaching of different language skills. Some classroom activities will be introduced together with hands-on experience that will help students understand the ways corpora can be conducive to teaching of skills like writing.

 

 

Reading:

Altenberg, B. and Granger, S. (2001). The grammatical and lexical patterning of make in native and non-native student writing. Applied Linguistics. 22 (2), 173-195.

 

Fung, L. and Carter, R. (2007). Discourse markers and spoken English: native and learner use in pedagogic settings. Applied Linguistics. 28 (3), 410-439.

 

McCarthy, M. 2010. Spoken fluency revisited. English Profile Journal. 1 (1), 1-15.

Yoon, H. and Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing. 13, 257-283.

10 17.4.2017

 

 

Computer Mediated Communication and mobile technology: implications for teaching

 

CMC, both Synchronous (e.g. Skype) and asynchronous (e.g. e-mails), is a constantly developing field of research within the field of Applied Linguistics. Researchers have recently started to investigate different ways CMC can benefit learners and teachers by focusing on the use of language and interactional exchange. This session will briefly introduce this field and bring insights on how CMC tools may facilitate language use and may potentially be conducive for development in instructed and uninstructed learning environments.

In addition to this, students will also be made familiar with a mobile technological tool (VEO-Video Enhanced Observation) that helps language learners to reflect on their oral performance.

 

Reading:

Barrs, K. (2012). Fostering Computer-Mediated L2 Interaction beyond the Classroom. Language Learning & Technology. 16(1), 10-25.

 

Brandl, K. (2012). Principles and guidelines for task design in CMC learning. In Zhang, F. Computer-enhanced and mobile-assisted language learning: emerging issues and trends (pp. 1-34). Hershey: Information Science Reference.

 

Fotos, S. (2004). Writing as talking: E-mail exchange for promoting proficiency and motivation in the foreign language classroom. In Sandra Fotos and C. M. Browne (eds.). New Perspectives on CALL for Second Language Classrooms (pp. 109-130). London: Lawrence.

 

Jones, M.G. and Harmon, S. W. (2010). Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE). In Harrison Hao Yang and Steve Chi-Yin Yuen (eds.) Collective Intelligence and E-Learning 2.0: Implications of web-based communities and networking (pp. 78-93). New York: Information Science Reference.

 

Mullen, T., Appel, C. and Shanklin, T. (2009). Skype-based tandem language learning and Web 2.0. In Michael Thomas (Ed.) The handbook of Web 2.0 and Second Language Learning (pp. 101-118). Hershey: Information Science Reference.

 

Sasaki, A. and Takeuchi, O. (2010). EFL students’ vocabulary learning in NS-NNS e-mail interactions: Do they learn new words by imitation?. ReCALL. 22(1), 70-82.

 

Shinagawa, S. (2012). Adapting the iPhone for language teaching and learning. In Zhang, F. Computer-enhanced and mobile-assisted language learning: emerging issues and trends (pp. 188-201). Hershey: Information Science Reference.

 

Yılmaz, C. and Granena, G. (2010). The effects of task type in Synchronous Computer-Mediated Communication. ReCALL. 22(1), 20-38.

 

Zhang, F. (2012). Combining the body and mobile technology to teach English pronunciation. In Zhang, F. Computer-enhanced and mobile-assisted language learning: emerging issues and trends (pp. 202-219). Hershey: Information Science Reference.

 

11 24.4.2017

 

 

Presentation of materials

 

12 1.5.2017

 

Presentation of materials

 

 

13 8.5.2017

 

Presentation of materials

 

14 15.5.2017

 

Project meeting and YL Conference

 

Library week

 

 

 

 

 

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