Arispe Presentation IATLC Fall 2014.key

Scaffolding Oral Proficiency
via Google Hangout on Air
& videonot.es
Kelly Arispe, Ph.D.
Department of World Languages
Professor of Spanish & L2 Pedagogy
Outline
•
ACTFL / OPI Standards
•
Beginning-Advanced: how is oral proficiency implemented and
assessed?
•
Literature Review
•
The Study
•
Example of a chat session
•
Student Perceptions
•
Pedagogical Insights
ACTFL / OPI
•
American Council on the Teaching of Foreign
Languages / Oral Proficiency Interview
•
•
Language Educator & Foreign Language Annals
Novice > Intermediate > Advanced > Superior >
Distinguished
•
First three levels have three sub levels: low-midhigh
!
!
Linguistic
Competence
!
Communicative
!
competence
!
Communicative
Competence
Classroom practice/implementation
Linguistic
competence
What are
communicative
assessments???
Linguistic Competence
Assessments
OPI Pre & Post
Assessments
•
ACTFL training, August 2013 —> certification
•
Upper-division, 303/498
•
Program success
•
Classroom implementation
Computer Assisted
Language Learning
•
How can technology augment time-on-task outside of
the classroom?
Specifically heightened oral proficiency activities
and assessments
•
Can technology be an instrument in learner autonomy?
How does the teacher need to scaffold this
process?
Previous Studies
Oral Proficiency
•
Long (1996), Interaction Hypothesis (Negotiation of Meaning)
•
Krashen (1981), Input Hypothesis (i + 1)
•
Mackey & Jaeymung (2007), Empirical Studied on Interaction
Oral Proficiency & CALL
•
Lys (2013), Advanced German Oral Proficiency via Tablets (N
= 13; facetime; 8 chat sessions)
Learner Autonomy / CALL
•
“Taking charge of one’s own learning” (Holec, 1981)
•
Teacher is “mentor, resource, counselor, facilitator, helper”
•
Voller (Ch. 7) & Nunan (Ch.13) in Benson, P. & Voller, P.,
(Eds.), Autonomy & Independence in Language Learning
(1997).
The Study
Main Research Question: What is the value of video chatting via tablets for oral proficiency gains at the
advanced level? !
!
Secondary RQs: !
• What are students’ perceptions of google hangout on air + videonot.es for improving oral proficiency !
• What is the value of reflecting for improving oral proficiency !
• Does chatting outside of class provide longer time on task?!
!
Population!
3 classes, 3 different environments!
!
Class A (N = 8): no oral proficiency tasks, except for #2 and #8 (recorded audio on class tablets), completed in
class!
!
Class B (N = 20): oral proficiency tasks #1-8 (# 2 & 8, recorded audio on class tablets), completed in class !
!
Class C (N = 16): oral proficiency tasks #1-8, completed using google hangouts outside of class (#2 & 8, recorded
using google hangouts on air) !
!
!
Treatment: !
1.Oral Proficiency Chat Sessions 1-8 (classes B and C) or not (Class A; just 2 and 8) !
2.In class (Classes A & B) vs. out of class (Class C)!
3.Chat Reflections (Class C) or not (Classes A & B)!
!
Assessments: !
1.Gains in oral proficiency from #8- #1 (ACTFL OPI grid + other measures of oral proficiency at advanced level) !
2.Survey responses
3 Steps for Students
Amber’s Chat
Preliminary Data
Student Perceptions
"One of the tools I've used was VideoNot.es and I find that very useful.
Never before have we been able to listen to ourselves speak in
Spanish. Even talking normally, we may mistakes that we don't realize
and it helps because I don't see the same mistakes each week that I
make the week before. I seem to correct it after I watch it. So that
was cool. I like that one a lot. I think more tools that help you see your
progression and what you're doing specifically, because you're not like
any other Spanish speaker out there and you kind of little issues and
things you do wrong. So I really like that one a lot.”
!
"One thing that really helped me to have the Google Hangouts and the
VideoNot.es, but it makes it really tough to meet with someone
outside of class.”
Survey Results
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I enjoyed the chats: neutral, 18%; agree 55%; strongly agree 27%
•
Chatting via Google hangouts improved my oral proficiency in / Spanish:
neutral, 9%; agree 36%; strongly agree 55%
•
Reviewing the Google Hangout recordings improved my oral /
proficiency: neutral, 18%; agree 36%; strongly agree 45%
•
Because of the added practice with the chateos, I feel more / confident in
communicating ideas clearly, fluently, and / meaningfully, especially on
topics discussed and practiced in / class, but also on topic we have not
practiced: neutral, 18%; agree 36%; strongly agree 45%
•
Video chatting with other students was one of the best ways to learn:
agree 18%; strongly agree 82%
Pedagogical Insights
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Assessments need to be in line with classroom practice —> How
much of your classroom grade is based on communicative outcomes?
•
Align communicative tasks with OPI standards
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Be transparent about what you are assessing
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Have students reflect on their progress according to the standards.
Let that be your “measuring stick”.
•
Mobile technology allows for more time on task outside of the
classroom; it’s time to get our feet wet! Students’ perception of its
value is very favorable.
Thank you!
[email protected]
•
Scott Watford, Research Assistant
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Amber Hoye, World Languages Resource Director
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The Spanish Program & Dept. of World Languages
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ACTFL, specifically Martina Lindseth