Promoting Language Skills through Teacher ...

Chapter 23: E-learning

Promoting Language Skills through Teacher-structured out-of-class ICT Activities in Higher Education Context Jülide Inözü & Ayşe Görgün

Background It is an undeniable fact that rapid technological advances and global communication have changed the life of people in the 21st century irrevocably in every aspect. The Internet explosion and the information and communication technologies (ICTs) at the end of the 20th century opened new opportunities and are bringing about dramatic changes in teaching and learning (Brown, 2002; Lewin, 2000; Beebe, 2004; Oblinger, 2005; Oblinger, 2006; Mellow, 2005; Solomon & Schrum, 2007; Traxler, 2007; Bonk, 2009; Green & Hannon, 2007). New digital technologies and the Internet have particularly been effective in the field of language teaching and learning (Kukulska-Hulme, 2006). Research findings (Lee, 2000; Thorne et al., 2009; Zhao & Lai, 2007) indicate that digital technologies and access to Internet offers language teachers and learners a profuse amount of English resources and activities for in and outside the classroom. Educational researchers often claim that with the widespread use of new technologies and electronic resources, all education has been revolutionized (Spreen, 2002; Baird & Fisher, 2006; Imperatore, 2009; Abel, 2005; Cochrane, 2006). Along with constructivism, a paradigm shift 363


is taking place in the approaches to education in terms of method and structure: from teaching to learning, from classroom to real life, from onetime training to life-long education, and from stand-alone to networking. These shifts accommodate with the European Union’s aims for education (Oliveira, 2003, cited in Brown 2005): learning resources should be digital and adaptable to individual needs and preferences; e-learning platforms should support collaborative learning; and ICTs should not be an add-on but an integrated part of the learning process. It is imperative that the educators of modern times recognize the fact that their roles have changed from simply transferring knowledge to facilitating learning. They should become fully aware of new concepts and opportunities offered by ICTs to increase the effectiveness of their teaching through skilful integration of digital technologies into the school environment. This is necessary not only for enhancing their way of teaching, but also preparing students to meet the challenges of fastpaced globalization and high-tech environment of the future. Despite its acknowledged importance, it should be noted that technology itself is not a method; and we cannot improve teaching and learning just by putting materials online (Alexander & McKenzie, in Kirkwood & Price, 2005; Kellner, 2004; Blass & Davis, 2003; Henry & Meadows, 2008). What really matter is how creatively and properly it is applied and constructively integrated in an educational program (Taylor & Clark, 2010; Beetham & Sharpe, 2007). Without proper resources, pedagogy, and educational practices, technology might be an obstacle or burden to genuine learning (Kellner, 2004; Chinnery, 2006; Chinien & Boutin, 2005). McKenzie (in Kirkwood & Price, 2005) stated that along with a range of factors, which are necessary for a successful outcome, the most critical factor is the design of the students’ learning experience.

The Practice So far, ICTs were used in higher education mostly as a supplement to existing teaching and learning practices or sometimes just because they are convenient. In the present study, we aimed to explore the use of a combination of ICTs in learning English listening skills, which is a problematic area in language learning particularly for the students who are learning a foreign language where it is not used as the language of communication. 364

Promoting Language Skills through Teacher-structured out-of-class ICT Activities

We think that students should be given special guidance and be involved in out-of-class activities that are designed by the instructor, until they attain the necessary skills that can make them independent and selfregulated learners. These activities should not remain only as out-of-class activities, but should be blended with the regular courses and the curriculum in order to arouse and maintain the motivation of students. In our particular case, we started with an administration of a survey to explore the activities the students are already engaged in using the Internet. The students were observed that they have already been involved in activities, such as watching films, surfing on the Internet, and watching television programs outside of the classroom. However, the students remarked that these activities were not practiced sufficiently enough to contribute to their language development. The activities employed by the students were related to entertainment mostly and receptive rather than productive in nature. Following our survey, at the start of the course, the students were introduced to the blended program that was to be employed throughout the year. They were given information about the tasks that they were expected to do and also the procedure to be followed. In order to form a community of practice among the participant students and to establish a common communication platform, a class blog page was built. From the same blog site, each student built up their own blogs for sharing documents of their interest and comments. This blog was used for extending the classroom to beyond its physical borders, thereby creating an out of class virtual environment. One particular use was content distribution. The instructor paid particular attention to provide relevant materials that would match students’ interests, tastes and proficiency levels while at the same time ensuring it remains demanding and challenging. What makes this practice different from ordinary ICT applications is that we used the classroom sessions as a follow-up of out-of-class ICT activities. The students were asked to complete these activities on their own. By its design, the procedure shared some common features with flip mode instruction in which the classroom was turned into a stage where the students had an opportunity to practice more and internalize what they had mastered outside of the classroom. The classrooms also served another purpose. They functioned like an exhibition hall for students to share their experiences, which were already communicated virtually 365


through their blogs. This practice was implemented on a recursive basis, even during the semester break and public holidays due to the demands from the students.

Preparation and Sample Activities We believe that the out-of-class activities, especially the ones exploiting the affordances of ICTs, are of great importance to help students improve their language skills; and students should be provided with opportunities, guided and motivated by their instructors to take the utmost advantage of these activities and the time spent out of the classroom. However, most of the learners do not take the advantage of ICTs as out-of-class activities and do not apply out-of-class activities in a conscious and systematic manner. Therefore, the instructor should be aware of the possible contributions of out-of-class activities to language skills, and try to arrange the teaching/learning process and context in such a way that students should get the optimum benefit out of them. Assigning out-of-class activities to students on an irregular basis may not help them improve listening skills – as it was evident the participants’ own experiences. The same applies to efforts to establish goal-oriented habits. Therefore, these activities should be planned, arranged, orchestrated and guided by the instructor who must be well versed in digital technologies and its pedagogical and practical value. By using out-of-class ICT activities, time and space problems can be overcome and the class time can be extended in order to provide more exposure to the target language by making use of students’ dead or unproductive time. However, some factors, such as referring to out-ofclass activities in class, including materials and related tasks addressing various interests and learning styles, creating a collaborative atmosphere in the learning context, giving realistic and constructive feedback, being available (through the class blog, e-mail and phone) in times of need, brainstorming and discussions about the past and future activities, arranging challenging but attainable activities, and encouraging self-evaluation are among the key elements for maintaining students’ interest and active involvement. In our institution, Listening and Oral Communication is a two-term course that is taken for the duration of the academic year. We started our implementation at the very start of the first term and it went on almost 366


until the end of the year. The students were introduced the new approach during the first lesson of the course. They were informed about what they were supposed to do. The benefits of this approach were also clarified. During this first lesson and the following ones, there was continuous brainstorming about what topics we should choose for listening activities and online searches. The introduction part is particularly important because students should believe that what they are going to do will be really beneficial to improve their language skills. The course would be covered in a regular way, using a textbook and regular listening and speaking activities in the classroom. In addition to this, the students would listen to extra passages, which are related to work being covered in the classroom. This was followed by related tasks, research about the topic or an aspect of the topic, sharing what they found on their blogs, and finally talking about it in the class as either presentation or discussion. As the first step, the instructor built a class blog and published all the passages, as well as assignments onto the blog. On the same blog site, each student built their own blogs and shared their studies. In this way, we have been convinced that it is possible to triple, even quadruple both the amount of the passages the students listen to and the time they spend on listening and speaking activities. Below are two samples illustrating the practices at the early stages of our implementation. After covering a topic about cultural differences in the lesson, the instructor uploaded a listening passage about the same topic. There were various accompanying activities such as answering “wh” questions, fillin-the-blank questions and vocabulary searches. Their following task was to choose an event, such as national holidays, wedding ceremonies, funerals, celebrations, etc., to do research about how they are held in English culture, share their findings on their blogs, make groups of three or four for giving a presentation and finally share what they learned in the classroom. As for the second example, following the regular listening and speaking activities on Shakespeare’s plays in the classroom session, the instructor uploaded a listening passage about Romeo and Juliet. The students’ task was to listen to the passage as many times as necessary until they think they fully understood the content, to do the related exercises provided to them by the instructor to find more information about Shakespeare’s plays and to prepare a brief summary of the specific play they learned 367


about. This they were to post on their own blogs. Then, they were asked to present a summary about the specific play they chose by giving information on the main characters, the plot and the theme. In this way, each student provided insight into his or her selected play to everyone else. The next task involved a collage of Shakespeare’s plays. To achieve this task, the students were asked to work in groups and to write a script for a new play. They had to communicate and collaborate through their blogs. The final stage of this particular activity was to produce this play on a stage in the classroom. In both illustrations above, the activity stream that started in the classroom and then continued outside of the classroom was finalized in the classroom. To sum up, the whole course of activities was implemented in a blended fashion where each step followed chronologically upon each other.

Outcomes The study contributed profoundly to the students’ language skills, primarily listening and speaking skill, and they have learned many new things while doing all these activities. The project has positive effects on them in many aspects such as improved language skills, increased self-confidence and motivation, improved self-awareness, and enriched general culture. The students also pointed out that they have changed/ improved their studying strategies throughout the course. In our opinion, one of the reasons for obtaining positive results in this study stems from creating a student-centred, flexible, and collaborative study environment. This was supported by teacher scaffolding by uploading a wide range of materials and activities addressing different types of learners and interests, taking into account both cognitive and social aspects of learning. Intense comprehensible input with a low affective filter leads to motivation. In turn, motivation leads to increased effort. Increased effort leads to success. Success leads to building self-efficacy and self-efficacy leads to motivation, thus creating a virtuous cycle that results in better language acquisition. The blended-design aspect of the course kept the student motivation high throughout the term. In blended designs, where face-to-face interactions and virtual learning environments are integrated, the likelihood of 368


high motivation and achievement are higher than in fully traditional or fully on-line courses for they offer easy access outside of the classroom, flexibility, low anxiety, self-paced learning, student-student interaction outside the classroom, and timely feedback from the instructor thanks to the on-line component (Sitter et al., 2009; Dziuban et al., 2004; Bonk & Graham, 2006; Motteram & Sharma, 2009; Graham & Dziuban, 2008; Govender, 2010; Bekele, 2010; Rose & Ray, 2011). Blended learning, allowing students to study in their private or preferred environment in the absence of an authority and also time constraints, lowers the student anxiety to a considerable extent. Parallel to these arguments, the participant students were observed to feel more comfortable and free to get involved in the classroom activities willingly. Improvement in self-efficacy perceptions of the participants was another successful outcome of the course. Self-efficacy is people’s beliefs about their capabilities to organize and perform required courses of action to attain a specific goal, and these beliefs determine how people think, feel, motivate themselves and behave; choices they make, the effort they exert, the persistence and perseverance they display when they encounter difficulties and obstacles, and the degree of anxiety or serenity they experience while dealing with various tasks (Bandura, 1994). We can conclude that the students in this study are able to increase their self-efficacy with the help of ample amount of passages and the related activities. The students also realized that their success/goal attainment depended on an internal, unstable and controllable factor, effort.

Moving Forward It should be kept in mind that simply putting materials online or giving links to students for self-study without supervising, guiding and evaluating is not as effective as the systematic integration of these materials in the regular course. As previous research (Chinnery, 2006; Mayora, 2006; Kirkwood & Price, 2005; Henry & Meadows, 2008; Puerto & Gamboa, 2009) agreed on that what makes the difference is not the device itself, but the combination of thoughtful second language pedagogy and technology. Therefore, instructors who have the purpose of facilitating and enhancing learning through ICTs should have clearly defined goals and develop a design which can provide students with utmost benefits while 369


they are trying to achieve those goals by grounding on a sound pedagogical basis.

About the Authors Dr. Jülide İnözü is an associate professor in the Department of English Language Teaching at Çukurova University in Turkey and is interested in the psychological perspectives of ELT including individual learner differences in language learning. She can be contacted at this e-mail: [email protected] Dr. Ayşe Görgün is a lecturer at ELT Department, Çukurova University, Adana, Turkey. She specializes in Educational Technology. She can be contacted at this e-mail: [email protected]

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