Using document-editing and presentation software to facilitate collaborative language learning
Tanyasha Yearwood
Abstract The use of document-editing and presentation software in the foreign language classroom is an area which seems to have taken the metaphorical “back seat” in current Computer Assisted Language Learning (CALL) discussions. The potential of these applications to facilitate student-centered activities and contribute to what Egbert and Yang (in press)[1] describe as “conditions for optimal classroom language learning” does however, suggest that their exploration is still warranted. One question which might be pertinent in this context, is: In what ways might the use of document-editing and presentation software support collaborative language learning activities?
In attempting to shed some light on this question, I report on the results of a pilot project conducted as a precursor to a main study focussing on the use of a document-editing and presentation programme in the “one-computer” classroom. In descriptive case study style, it recounts the experience of a group of students studying English as a Foreign Language (EFL) as they collaborate on a project-based activity. Their adventure, throughout which they use a mind mapping tool, is punctuated by pleasant collaborative experiences, moments of complexity and technological ups and downs. An analysis of the classroom interaction and participant reflection allowed me to discuss some of the pedagogical issues related to:
a. the setting up of CALL activities, particularly in the minimum technology scenario and
b. the possible virtue in deliberately choosing a limited resource environment in the midst of all that abounds.
Introduction
The proliferation of computer applications and easy accessibility to the world online constitute two of the major factors which have brought about a new line of focus in discussions on “technology in classrooms.”
Despite this new direction for technology in the language classroom, there is a silent reality which some still have to face. This is observable in two situations: one in which teachers and learners have limited access to available resources and the other in which they have limited resources to access. These two scenarios seem to approach what I define as the Limited Resource Environment (LRE)[2].
It is based on this notion of the LRE therefore, that I have set about trying to identify possible ways in which this environment might in fact facilitate rich experiences for students through the effective use of computer technology[3].
In designing CALL activites for the LRE, Egbert and Yang (in press) suggest that language learning principles form the basis of technology applications to ensure that students learn in an effective and efficient way. They further put forward eight conditions for language learning classrooms, which include, among others, that “learners are involved with authentic tasks” – defined as tasks which are perceived by the learners to be relevant to them even outside the classroom – that “learners are guided mindfully to the learning process” and that “learner autonomy is supported”.
In keeping with these specific recommendations (which by no means exclude other positive social and pedagogical aspects of the learning environment) and the concepts previously described, this study looked at the issue of the LRE and addressed the question: In what ways might the use of document-editing and presentation software support collaborative language learning activities?
[1] Egbert, J. & Yang, Y-F. (in press) Mediating the digital divide in CALL classrooms: Promoting effective language tasks in limited technology contexts. ReCALL Journal.
[2] “Limited Resource Environment” in this context can be defined as a situation in which, despite the availability and open access to computers, teachers either shy away from them or find themselves grappling with how to get a handle on them and use them appropriately. “Limited” is therefore used in the sense of “little”, like in the one-computer classroom, or perhaps even “low-tech”, but nonetheless for EFFECTIVE use.
[3] My working defintion: “The use of or collaboration via computer applications which support, improve and/or broaden students’ learning experiences which can in turn prepare them for participation in the wider society”.