a blended learning scenario to enchance the learners' oral production skills
DESCRIPTION
The foreign language center LANSAD at the University of Grenoble Alpes provides conversation classes in 15 languages. The purpose of these classes is to give students of all disciplines the opportunity to "exercise and improve oral communication skills" (see http://lansad.u-grenoble3.fr/). The courses include face-to-face classes and individual training on the university's e-learning platform Esprit with both forms being deliberately joggled. Students are invited to prepare the face-to-face classes with tasks and exercises based on authentic material provided on the platform before attending the face-to face classes. In doing so, the students can collaborate with their peers and ask for support from the tutor on the online discussion forum. Following the results of the analyses of the last two years' didactical setting (Clot , 2011-2012, 2012-2013), more than 50 % of the students declared being satisfied with the purpose and content of their language conversation courses. Nevertheless, the surveyed students pointed out that they wished to use the language in a more authentic way and that the courses should be more topical and playful. At the same time, they would appreciate systematic revisions of specific linguistic issues. Provided that the face-to-face conversation courses last four or at best eight hours per semester, and that according to the survey (Clot, op.cit.), the students spend about one additional hour per week on the platform Esprit, we propose a mobile assisted blended learning scenario. Our methodological approach is based on task resolution (Ellis, 2003) in peer-to-peer collaborative settings and the spaced repetition concept (Ebbinghaus, 1885, cited by Dempster, 1988). Following a four step process, we firstly analyzed the students’ needs through a survey, secondly defined global and specific skills to develop and thirdly designed the language task accordingly. In order to allow phases of individual training, repetition, practice and hands-on tutoring, we additionally propose tandem learning with native speakers and individual tutor sessions during pre-defined office hours. The tandem sessions include two face-to-face meetings at the beginning and the end of the course and asynchronous oral communication in between via “kakaotalk”, an open source mobile phone application. Our target group being elementary learners of French and Korean, we consider that asynchronous communication is particularly well suited when learning to speak a foreign language, as this mode contributes to be at ease and self-confident (Kim & Mangenot, 2009).TRANSCRIPT
A blended learning scenario to enhance the learners’ oral
production skills
Hee-Kyung KIMLANSAD & Lidilem
Université Stendhal Grenoble 3
Telecollaboration in University Foreign language EducationINTENT conference : 12-14 February 2014
INTENT conference : 12-14 February 2014
INTENT conference : 12-14 February 2014
16 foreign languages
INTENT conference : 12-14 February 2014
INTENT conference : 12-14 February 2014
4 hours of classroom activities
INTENT conference : 12-14 February 2014
Theoretical framework
• Task based language learning (Ellis, 2003)
• Telecollaboration : – Collaborative learning (Vygotsky, 1986)– Mobile learning (Kukulska-Hulme, 2006 ;
Kukulska-Hulme & Shield, 2008 ; Traxler, 2009)
• Spacing effect (Ebbinghaus, 1885)
INTENT conference : 12-14 February 2014
Spaced repetition concept
INTENT conference : 12-14 Febuary 2014 (Ebbinghaus, 1885)
INTENT conference : 12-14 February 2014
INTENT conference : 12-14 February 2014
INTENT conference : 12-14 February 2014
Blended learning scenario setting
Classroom activityOnline activity
Session 1. Identify the chorus line of a song
Session 2. Correct pronunciation
Classroom activityOnline activity
Session 3. Practice song
Classroom activityOnline activity
Classroom activitySession 4.
Karaoke
INTENT conference : 12-14 February 2014
Session 1. Identify the chorus line of a song
Classroom activity Online activity
INTENT conference : 12-14 February 2014
Session 2. Correct pronunciation
Classroom activity Online activity
• Listen to own recording of the first session• Compare it to original track• Correct pronunciation• Sing chorus line together• Select own song• Select partner
• Asynchronous training on pronunciation : - Share recordings with partner - Correct and comment
INTENT conference : 12-14 February 2014
Session 3. Practice song
Classroom activity Online activity
INTENT conference : 12-14 February 2014
Session 4. Karaoke
Classroom activity
Hypothesis
• Develop strategies to understand spoken language and to get more familiar with stress and rhythm
• Have a better cultural insight and feel more comfortable when interacting with local community in the target language
INTENT conference : 12-14 February 2014
INTENT conference : 12-14 February 2014
INTENT conference : 12-14 February 2014