reassessing the role of tutorial call tesol 2002 philip hubbard stanford university claire bradin...
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Reassessing the Role of Tutorial CALL
TESOL 2002
Philip HubbardStanford University
Claire Bradin SiskinUniversity of Pittsburgh
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Web page for this Web page for this session:session:
http://edvista.com/claire/tutorial/
(will include PowerPoint slide show)
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Overview:Overview:
I. The problemI. The problem
II. Myths about tutorial CALLII. Myths about tutorial CALL
III. Why has it been marginalized?III. Why has it been marginalized?
IV. The IV. The tutor-tool dichotomy
V. Roles for tutorial CALL
VI. Roles for teachers
VII. Conclusion
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Overview:Overview:
I. The problemI. The problem
II. Myths about tutorial CALLII. Myths about tutorial CALL
III. Why has it been marginalized?III. Why has it been marginalized?
IV. The IV. The tutor-tool dichotomy
V. Roles for tutorial CALL
VI. Roles for teachers
VII. Conclusion
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The problemThe problem
Tutor vs. toolTutor vs. tool
Old CALL: disk-based tutorial Old CALL: disk-based tutorial programsprograms
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Old CALLOld CALL
Tutorial CALL
Tool CALL
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The problemThe problem
Tutor vs. toolTutor vs. tool
Old CALL: disk-based tutorial Old CALL: disk-based tutorial programsprograms
New CALL: computer for New CALL: computer for production, information, and production, information, and interaction (CMC)interaction (CMC)
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New CALLNew CALL
Tool CALL
Tutorial CALL
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The problemThe problem
Tutor vs. toolTutor vs. tool
Old CALL: disk-based tutorial Old CALL: disk-based tutorial programsprograms
New CALL: computer for New CALL: computer for production, information, and production, information, and interaction (CMC)interaction (CMC)
Need to revisit tutorial CALLNeed to revisit tutorial CALLClarify what it is and isn’tClarify what it is and isn’t
Highlight roles for teachersHighlight roles for teachers
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Future CALL?Future CALL?
Tool CALL Tutorial CALL
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Overview:Overview:
I. Tutor vs. toolI. Tutor vs. tool
II. Myths about tutorial CALLII. Myths about tutorial CALL
III. Why has it been marginalized?III. Why has it been marginalized?
IV. The IV. The tutor-tool dichotomy
V. Roles for tutorial CALL
VI. Roles for teachers
VII. Conclusion
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Myth:Myth:
“Tutorial CALL software just works with grammar and vocabulary.”
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““Tutorial CALL software is behaviorist.”
Myth:Myth:
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“Tutorial CALL software is all drill and practice.”
Myth:Myth:
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“All tutorial CALL software is boring.”
Myth:Myth:
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“Tutorial CALL is a ‘transmission model’ in which the learner is passive.”
Myth:Myth:
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“In tutorial CALL, the learners have no control.”
Myth:Myth:
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“on a disk or CD” = “tutorial”
Myth:Myth:
“on the Internet” = not tutorial”
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http://www.esl-lab.com/http://www.esl-lab.com/
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“Tutorial CALL isn’t useful because it isn’t communicative.”
Myth:Myth:
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“Language teachers must force students to do tutorial CALL activities.”
Levy (1997); Meskill (1999)
Myth:Myth:
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“In tutorial CALL, the teacher is absent/has no role.”
Myth:Myth:
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Overview:Overview:
I. Tutor vs. toolI. Tutor vs. tool
II. Myths about tutorial CALLII. Myths about tutorial CALL
III. Why has it been III. Why has it been marginalized?marginalized?
IV. The IV. The tutor-tool dichotomy
V. Roles for tutorial CALL
VI. Roles for teachers
VII. Conclusion
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Why has it been Why has it been marginalized?marginalized?
It didn’t live up to expectationsIt didn’t live up to expectations
It appears inconsistent with some It appears inconsistent with some contemporary learning theoriescontemporary learning theories
It is dominated by commercial It is dominated by commercial interestsinterests
It isn’t newIt isn’t new
Teacher’s role seems limitedTeacher’s role seems limited
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Overview:Overview:
I. Tutor vs. toolI. Tutor vs. tool
II. Myths about tutorial CALLII. Myths about tutorial CALL
III. Why has it been marginalized?III. Why has it been marginalized?
IV. The IV. The tutor-tool dichotomy
V. Roles for tutorial CALL
VI. Roles for teachers
VII. Conclusion
![Page 26: Reassessing the Role of Tutorial CALL TESOL 2002 Philip Hubbard Stanford University Claire Bradin Siskin University of Pittsburgh](https://reader036.vdocuments.site/reader036/viewer/2022081518/5513ea7a55034679748b58bf/html5/thumbnails/26.jpg)
The "tutor vs. tool” dichotomyThe "tutor vs. tool” dichotomy
Computer as tutor: tutorial Computer as tutor: tutorial CALLCALL
Computer as tool:Computer as tool:word processing word processing email emailpresentation softwarepresentation software Web Webspreadsheets MOOsspreadsheets MOOsconcordancersconcordancers chat chat
Taylor (1980), Kenning & Kenning (1983),Taylor (1980), Kenning & Kenning (1983), Levy Levy (1995 & 1997) etc.(1995 & 1997) etc.
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The "tutor vs. tool” The "tutor vs. tool” dichotomy has dichotomy has been over-been over-simplified and may simplified and may be misleading.be misleading.
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Seeing “tutor and “tool” Seeing “tutor and “tool” as mutually exclusive as mutually exclusive categories does not categories does not accurately reflect the accurately reflect the reality of how CALL reality of how CALL software is used. software is used.
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Levy (1995):Levy (1995):
Tutorial CALL:Tutorial CALL:computer controls the learning computer controls the learning instructor has no roleinstructor has no rolecomputer evaluatescomputer evaluates
Computer-as-tool: Computer-as-tool: instructor has central roleinstructor has central rolegreater demands on the greater demands on the
instructorinstructorcomputer does not evaluatecomputer does not evaluate
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These distinctions may be These distinctions may be artificial.artificial.
Tutorial CALL:Tutorial CALL:
Learners may in fact have a Learners may in fact have a high degree of control.high degree of control.
Options:Options:sequencesequence glossesglosseshintshints search search
functionsfunctionshelp screenshelp screens mode of mode of
operationoperation
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Instructors may be involved to a Instructors may be involved to a high degree.high degree.
Tutorial CALL:Tutorial CALL:
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Computer-as-tool:Computer-as-tool:
Some “tools” such as word Some “tools” such as word processors provide a type of processors provide a type of evaluation (feedback).evaluation (feedback).
Since today’s learners are Since today’s learners are increasingly proficient with increasingly proficient with software tools, the instructor’s role software tools, the instructor’s role may be less than it was previously.may be less than it was previously.
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The current generation The current generation of learners is much more of learners is much more comfortable with CALL comfortable with CALL software and its optionsoftware and its options.s. ..
Perhaps all uses of the Perhaps all uses of the computer are tool-like.computer are tool-like.
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Many CALL software Many CALL software packages contain both tutor packages contain both tutor and tool functions.and tool functions.
Decoo and Colpaert (1999),Decoo and Colpaert (1999),
Richmond (1999) Richmond (1999)
““hybrid packages” Levy (1999 )hybrid packages” Levy (1999 )
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Future CALL?Future CALL?
Tool CALL Tutorial CALL
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Overview:Overview:
I. Tutor vs. toolI. Tutor vs. toolII. Myths about tutorial CALLII. Myths about tutorial CALLIII. Why has it been III. Why has it been marginalized?marginalized?
IV. The IV. The tutor-tool dichotomyV. Roles for tutorial CALLVI. Roles for teachersVII. Conclusion
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What What is is the role of the role of tutorial CALL?tutorial CALL?Focus on learning rules, patterns, Focus on learning rules, patterns,
and itemsand items
Support one-way comprehensionSupport one-way comprehension
ListeningListening
ReadingReading
Handle limited, predictable Handle limited, predictable interactionsinteractions
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So, what can you So, what can you do?do?
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Overview:Overview:
I. Tutor vs. toolI. Tutor vs. toolII. Myths about tutorial CALLII. Myths about tutorial CALLIII. Why has it been III. Why has it been marginalized?marginalized?
IV. The IV. The tutor-tool dichotomyV. Roles for tutorial CALLVI. Roles for teachersVII. Conclusion
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Become an informed Become an informed consumerconsumer
Experience tutorial CALL as a learnerExperience tutorial CALL as a learner
Visit the EV; check out exhibitorsVisit the EV; check out exhibitors
Learn to evaluate software Learn to evaluate software constructivelyconstructively
Determine where tutorial programs Determine where tutorial programs could fit in your curriculumcould fit in your curriculum
Share your experiences (e.g., Software Share your experiences (e.g., Software Fair)Fair)
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Train learners in effective Train learners in effective useuse
Give learners teacher trainingGive learners teacher training
Use a cyclic approachUse a cyclic approach
Use collaborative debriefingsUse collaborative debriefings
Teach strategies for setting an Teach strategies for setting an appropriate level of challengeappropriate level of challenge
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Make your own CALL Make your own CALL materialsmaterials
Support materials: handouts, Support materials: handouts, tasks, tasks,
Template authoring (e.g., Hot Template authoring (e.g., Hot Potatoes)Potatoes)
Other authoring tools: Other authoring tools: QuicktimeQuicktime HyperStudioHyperStudioRevolutionRevolution FlashFlashMaxAuthorMaxAuthor WinCalisWinCalis
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Overview:Overview:
I. Tutor vs. toolI. Tutor vs. toolII. Myths about tutorial CALLII. Myths about tutorial CALLIII. Why has it been III. Why has it been marginalized?marginalized?
IV. The IV. The tutor-tool dichotomyV. Roles for tutorial CALLVI. Roles for teachersVII. Conclusion
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Conclusion:Conclusion:
Instead of rejecting Instead of rejecting tutorial CALL out of tutorial CALL out of hand, try to hand, try to understand what it is understand what it is and what it can do.and what it can do.
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Questions?Questions?
Discussion?Discussion?
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Thanks for Thanks for your your
attention.attention.