TASK 2

11.0 Introduction

Integrating technology in the classroom has been implemented for decades, yet it has not been fully explored. With the rapid advancement, teachers nowadays are not restricted to teach conventionally. They have wider options to deliver their teachings through computer- mediated communication (CMC). One of the examples is online- chat. According to Xuan Teng, it is categorized as a form of synchronous or real-time CMC (2010). It can be defined as a simultaneous interaction between people by writing and exchanging messages (Blake, 2006). Nevertheless, in Malaysia education context, till the present day, no researcher attempts to investigate chat’s suitability as one of the teaching aids. Hence, this new field should be explored by local researchers as the findings may benefit the local education system.

Referring to the topic, the theory highlighted is based on communicative CALL.  In details, it requires interaction which falls under cognitive approach. Also, the research papers highlight on fluency. It is clearly demonstrated in which the students’ writings and speeches are assessed based on the collected data through the chat sessions. Moreover, Interaction Account (I A) is also discussed. It focuses on oral interaction by “connecting input, internal learner capacities, and output via selective attention” (Ellis, 2008, p. 257, cited in Xuan Teng, 2010).  In addition, Shiffrin and Schneider (1977b, cited in Blake, 2008) view fluency incorporates automatic processing theory in which the skills are fast, effortless, and do not require the use of short-term memory.

Learning skills are identified as the dependent variable. In details, the following discussion includes oral fluency or speaking skill and vocabulary development. In contrast, the independent variables focus on four areas namely learners’ age, type of materials, type of applications and duration of the study.

2.0 Participants’ age

Based on the research papers, it is found the learners’ age does influence the degree of learning skills.  First, for vocabulary development, Xuan Teng’s (2010) findings show ENGL 101D participants with average age of 23 to 30 perform better compared to the 18 to 29 year-old of ENGL 99L participants.  It is proven as ENGL 101D participants made use of more complex language than ENGL 99L participants. Moreover, it is supported by Lee (2009) in which the investigated participants within the age range of 23 to 35 do well in negotiation of meaning. Thus, it can be said chat benefits more the older participants in fostering comprehension and new retention of new second language vocabulary.

Besides, for oral fluency or speaking skill, it could be said the university participants have positive attitude towards chat. Blake (2008)figures out the Internet Chat group in Purdue University demonstrates high average gain scores on five measures; specifically speaking rate, phonation or time ratio, articulation rate, mean length of run and  average length of pause. It is line with Xiao Long and Long Dayou’s (2007) finding in which the chat group achieves a higher score in speaking skill compared to the control group. Similarly, Payne and Whitney (2002) mention participants spending half of their instructional time in a synchronous online environment are advantaged in their oral proficiency skill over those meeting face to face in the classroom.

3.0 Type of Materials

For vocabulary development, Xuan Teng (2010) incorporates Communication Task Typology that focuses on kitchen utensils. In contrast, Lee (2009) uses information- gap task highlights on the car’s auto parts. Even though the contents are different, both materials are quite similar as things are listed down to be described and guessed. These tasks are done in pairs in which a participant acts as an explainer whereas the other is a guesser via online chat. In fact, both studies claim these CMC interaction tasks help participants to acquire new lexical items (Xuan Teng, 2010; Lee, 2009).

4.0 Type of Applications

It was found the researchers apply different application for chat such as MOODLE; Modular Object Oriented Dynamic Learning Environment (Xuan Teng, 2010), MSN messenger (Lee, 2009) and Skype (Payne and Whitney, 2002). However, they do not have significant effects on the results of both oral fluency and vocabulary development because all studies indicate chat receives positive attitude from the participants.

5.0 Duration of the Study

      Blake (2008) conducted the study for six weeks. On the other hand, Payne and Whitney (2002) have a longer duration, specifically 15 weeks. It is believed the findings are not affected with the large gap. As a proof, both studies that highlight on oral fluency show the chat groups attain positive results.

6.0 Conclusion

To sum up, it is believed chat is a useful medium for effective teaching and learning process. The findings are parallel in which they indicate chat gives a positive impact towards vocabulary development and oral fluency. However, since chat has not been tested in Malaysia academic setting, its effectiveness as a teaching tool is questionable. Considering the current situation, it is believed chat is impossible to be applied.  Nevertheless, this assumption might be wrong. Therefore, it is suggested the researchers should conduct a study in the local classroom whereby the findings might change the teachers’ present teaching aid.

Based on the research entitles “Vocabulary Instruction through Hypertext: Are There Advantages Over Conventional Methods of Teaching?” it can be said hypertext indicates a great transformation from a conventional to an advanced technologically teaching method. Besides, it can create a fun atmosphere in the classroom in which the students enjoy the learning process. Also, it allows the teachers to have wider options in teaching the subject matter, in this case vocabulary. Nevertheless, referring to the research, the results indicate students fail to retain the selected vocabularies. In fact, it is clarified incidental vocabulary learning is less efficient compared to intentional learning.  Hence, a big question arises whether hypertext is really useful and appropriate to teach vocabulary.

Despite the weakness mentioned, the research does not include home assignments and class revisions. Thus, it can be assumed the results may be different if the students are required to do so. Moreover, to make the learning vocabulary more efficient, it is suggested the program integrates intentional learning. So, the students will undergo a more meaningful learning process but in a fun way.

Since this research is conducted in foreign country, the result may be different in the local academic settings. Moreover, considering the educational environment here, teachers may face difficulties in using technology during the lesson. With insufficient facilities and time constraint, teachers may opt to use the conventional method.

Behavioristic or Communicative or Sociocognitive???

Teaching low proficiency students requires high patience and extra effort from the teachers.  They are recognized as slow- learners and need to be guided step by step in order to let them have clearer picture on the subject matter.  Also, things are worse for teachers as they have a short attention span and lack of motivation to learn.  Hence, teachers need to come out with effective teaching aid to enable them to grasp the knowledge. Back during my practicum days, I experienced the same thing as I was given Form 1D; the third class from the back. The students perceived English as difficult to be understood. In fact, after several explanations, they seemed lost or in other words, failed to comprehend the lesson. As solution, I taught the students through drilling and practice. This is in line with behaviorism theory. Considering our exam- oriented education, I believed the approach worked better since the students may recognize the patterns or rules of English language even though they may not have in- depth understanding. Integrating Behaviourist CALL into the classroom can be done through cd- ROMs that have been supplied by the government. Also, some of them are included in the exercise or textbook. In order to arouse students’ interest and engage them in the learning process, the courseware should be attractive with colourful pictures, animations, sounds, etc. 

1st Class....

CALL presentations have started

Faiz and Izzul were the firsts presented

Talked on CAL and CAI

I felt I want to die

Continued with advantages and types of CALL

My heart was silently rebelled

Once vocabulary games were shown

I was enjoying them alone

Overall, the presentation was good

The discussions can be understood

Even though Faiz talked as fast as he could

While Izzul explained in a slow mood

Thanks guys for the information

I’ll keep in mind your explanation

Faiz

p/s: Izzul...sorry..I don't have your pic...

Hi...Hi...Bye...Bye

I’m not a blogger and I dislike writing

Pardon me if this blog is a bit boring

Hope you guys don’t mind to keep reading

It’s for CALL; Computer- Assisted Language Learning