SUMMARY
A
Summary of an Empirical Article on CALL in Speaking Skills.
The
title of the article that we have found, A Research on a Student-Centered
Teaching Model in an ICT-based English Audio-Video Speaking Class was taken
from International Journal of Education and Development using Information and
Communication Technology (IJEDICT), 2010, Vol. 6, Issue 3, pp. 101-123.
In
the article, the authors intend in investigating the achievability of the
student-centered teaching model utilized in an English audio-video speaking
class (EAVSC) in computer-assisted language learning (CALL) environments at
their university through two quantitative longitudinal case studies. They mention
the past system of learning English where it is focusing on students’
linguistics ability rather than their communicative ability and now the system
has changed from the teacher-centered to student-centered in order to improve
the students’ communicative ability. That is when the system of Communicative
Language Teaching (CLT) emerges where the teachers are able to provide the
opportunities for the students to familiarize themselves by communicating with
each others. After that, the English Audio-Video Speaking Class (EAVSC) is
being introduced to the teachers so that they can take full advantage of the
use of ICT in teaching and enhancing their students’ ability in English
speaking skill.
In
the study, the authors have referred some works from the previous researchers which
one of them is the teaching model under Constructivism. According to the theory
of constructivism, learning is the process of meaning construction under a
certain situation (i.e. social-cultural background), through resourcing, cooperating
and interacting with people (Brent 1995; Chris 1995). Thus, this teaching
methodology is relating to EAVSC where the students are required to communicate
with the teacher and classmates in order to acquire their target language. Besides
that, the authors are also referring to the Bachman’s Communicative Language
Ability (CLA) model. According to Bachman, language competence comprises
essentially a set of specific knowledge components that are utilized in
communication via language (Bachman 1990, pp. 84-85). After that, there is the
philosophy of Learner-Centered Education which has been improved by the appearance
of Communicative Language Teaching. Through this method, students are in charge
with their own learning processes while being supervise by the teacher within
the classroom time.
In
the article, the authors describe what actually the English Audio-Video
Speaking Class is. It is classes where the students can easily get interact
with each other even without face-to-face contact and being carried out in a
digital audio lab provided with internet access and interconnected by an ICT
facility, a digital learning system (WE-LL6000). The main teaching methodology that
was being adopted in EAVSC is the Bachman’s theory of Communicative Language
Ability (CLA). Then, the authors are also give out the activities done in this
class which are pair-work dialogues, group discussions, debates, video-based
role-plays or voiceover, and also personal statements. There is also some previous
research that had been done concerning the EAVSC.
In
the study, the authors explore two research questions which are; what kind of
role does the ICT facility, in particular, the digital learning system
(WE-LL6000) play in the EAVSC?, and does this teaching model in the ‘student-centered’
EAVSC in CALL environments achieve feasibility and effectiveness in enhancing
students’ speaking abilities and their communicative language abilities? The
subjects targeted for this research were 130 non-English majors’ students of
P.R. China, specializing in the field of Computer Science and Technology,
Information and Communication Engineering, and Electronic Engineering. All of
them took the National College English Test Band Four (CET-4) and scored above
576/710. Then, the students will be divided into two independent classes in two
semesters where 66 students in the first semester while another 64 students in the
second semester and both of the classes being instructed by the same teacher. The
context of the teaching is where both the students and the teacher is being
equipped with audio communication and the teacher would divided the class
either into groups or pairs for the given tasks and then will supervise and
also record the students’ performances. Then, the instruments used in this
research are the questionnaire, tests and also the data collection and
analysis. The questionnaire was being distributed to the students at the end of
each semester in order to survey the teaching and learning effects of a
student-centered teaching model in an EAVSC in computer-assisted language
learning (CALL) environments and the using of the textbook Learning English
through Culture: Viewing, Listening, Speaking. The tests were divided into
two; pre-test and post-test. Pre-test was conducted in the beginning of each
semester in order to test the students’ proficiency while the post-test was conducted
after the whole semester’s training and the topics were the similar topics with
the pre-test. Lastly, the data collection and analysis were being done through
the collection from pre-test and post-test.
The rationale behind the use of the English
Audio-Video Speaking Course (EAVSC) as to improve students’ English speaking
skills is to provide a favourable communicative environment to stimulate their
desire for interacting in the target language (English) and to create multiple
opportunities for them to practice. If we compare this way of teaching students
to speak English with the traditional way, we will notice that the traditional
way emphasize more on explaining linguistics facts, and only few interactive
activities were organized. This provides less space for the students to
actually practice what they learn in English class.
In the EAVSC, the time for students to interact with
one another is far more than the time allocated for the teachers to introduce
the topic for the day. The students’ way of interacting with each other is
either as a pair-work dialogues, small group discussions, big group discussions
or debates, video-based role plays or voice overs and personal statements.
However based on a result done as in the first survey, the most preferred
styles of interaction are the pair work and the group work. Almost all of the
subjects preferred the pair and group work. They said, pair work and group work
gave them more chances to speak and to interact unlike the other styles which
gave them smaller opportunities to talk because of the large number of speakers
waiting for their turn to speak.
As for the second survey, the students were asked on the
effectiveness of the ICT-based language lab in increasing students’ language
production. The students agree that the use of CALL environment does actually
help them in increasing their level of English proficiency. Based on the
result, almost half of the subjects state that the use of computer is helpful
towards their improvement.
In the third survey, the students were asked on their
opinion of the teachers’ responsibilities in the EAVSC. More than half students
give the same feedback that the new teachers’ responsibility in the ICT-based
language lab is mainly to develop the students’ communicative language ability.
In an ordinary classroom where no computer was used as in previous years, the
role of a teacher is as a leader in the classroom. However, in this new form of
learning space, their task is more to facilitate and observe the progress of
the students in development of their English speaking skills.
In the fourth survey, the question is about the time
that the students spent in doing their oral practice. 53.66% (more than half)
of the students said that they made their oral practice in 50% to 75% of the
entire period spent in the language lab. Therefore, this result also indirectly
shows that the students are no longer passive information receivers but active
participants in negotiating with the teacher for background information and in
communicating with peers.
In terms of application of the textbook, some
questionnaire data had been collected. Approximately, 98.37% of the students
were satisfied with the textbook and the CD-ROM, especially with its rich and
cultural knowledge and unique cross-cultural perception. The second data shows
that 95.32% students proclaimed that the textbook was aiding them well in
improving their listening and speaking proficiency.
When a survey conducted to ask their level of
satisfaction with the EAVSC, 99.38% of them answered that they were satisfied
with the way EAVSC treated them. They claimed that EAVSC really helped them in
increasing their capability in English speaking skills and almost 100% agreed
that by doing all the communicative activities and oral presentations, they can
improve their listening and speaking proficiency. In the next survey on the
effectiveness of the teacher’s help, 95.12% of them declared that the teacher
was helpful in their learning process.
In overall, the role of ICT facility is a competent
tool and it does help as an intermediate medium between the teacher and the
students and it does help the researchers to keep data efficiently in a virtual
space. The changes in the roles of the teachers and students are obvious. The
students were no longer passive in class and the teachers were assisting the
students in their tasks in the language lab. Overall, this new teaching method
using CALL is a success.
In
the study, the authors explore two research questions which are; what kind of
role does the ICT facility, in particular, the digital learning system
(WE-LL6000) play in the EAVSC?, and does this teaching model in the ‘student-centered’
EAVSC in CALL environments achieve feasibility and effectiveness in enhancing
students’ speaking abilities and their communicative language abilities? The
subjects targeted for this research were 130 non-English majors’ students of
P.R. China, specializing in the field of Computer Science and Technology,
Information and Communication Engineering, and Electronic Engineering. All of
them took the National College English Test Band Four (CET-4) and scored above
576/710. Then, the students will be divided into two independent classes in two
semesters where 66 students in the first semester while another 64 students in the
second semester and both of the classes being instructed by the same teacher. The
context of the teaching is where both the students and the teacher is being
equipped with audio communication and the teacher would divided the class
either into groups or pairs for the given tasks and then will supervise and
also record the students’ performances. Then, the instruments used in this
research are the questionnaire, tests and also the data collection and
analysis. The questionnaire was being distributed to the students at the end of
each semester in order to survey the teaching and learning effects of a
student-centered teaching model in an EAVSC in computer-assisted language
learning (CALL) environments and the using of the textbook Learning English
through Culture: Viewing, Listening, Speaking. The tests were divided into
two; pre-test and post-test. Pre-test was conducted in the beginning of each
semester in order to test the students’ proficiency while the post-test was conducted
after the whole semester’s training and the topics were the similar topics with
the pre-test. Lastly, the data collection and analysis were being done through
the collection from pre-test and post-test.
The rationale behind the use of the English
Audio-Video Speaking Course (EAVSC) as to improve students’ English speaking
skills is to provide a favourable communicative environment to stimulate their
desire for interacting in the target language (English) and to create multiple
opportunities for them to practice. If we compare this way of teaching students
to speak English with the traditional way, we will notice that the traditional
way emphasize more on explaining linguistics facts, and only few interactive
activities were organized. This provides less space for the students to
actually practice what they learn in English class.
In the EAVSC, the time for students to interact with
one another is far more than the time allocated for the teachers to introduce
the topic for the day. The students’ way of interacting with each other is
either as a pair-work dialogues, small group discussions, big group discussions
or debates, video-based role plays or voice overs and personal statements.
However based on a result done as in the first survey, the most preferred
styles of interaction are the pair work and the group work. Almost all of the
subjects preferred the pair and group work. They said, pair work and group work
gave them more chances to speak and to interact unlike the other styles which
gave them smaller opportunities to talk because of the large number of speakers
waiting for their turn to speak.
As for the second survey, the students were asked on the effectiveness of the ICT-based language lab in increasing students’ language production. The students agree that the use of CALL environment does actually help them in increasing their level of English proficiency. Based on the result, almost half of the subjects state that the use of computer is helpful towards their improvement.
In the third survey, the students were asked on their
opinion of the teachers’ responsibilities in the EAVSC. More than half students
give the same feedback that the new teachers’ responsibility in the ICT-based
language lab is mainly to develop the students’ communicative language ability.
In an ordinary classroom where no computer was used as in previous years, the
role of a teacher is as a leader in the classroom. However, in this new form of
learning space, their task is more to facilitate and observe the progress of
the students in development of their English speaking skills.
In the fourth survey, the question is about the time that the students spent in doing their oral practice. 53.66% (more than half) of the students said that they made their oral practice in 50% to 75% of the entire period spent in the language lab. Therefore, this result also indirectly shows that the students are no longer passive information receivers but active participants in negotiating with the teacher for background information and in communicating with peers.
In terms of application of the textbook, some
questionnaire data had been collected. Approximately, 98.37% of the students
were satisfied with the textbook and the CD-ROM, especially with its rich and
cultural knowledge and unique cross-cultural perception. The second data shows
that 95.32% students proclaimed that the textbook was aiding them well in
improving their listening and speaking proficiency.
When a survey conducted to ask their level of
satisfaction with the EAVSC, 99.38% of them answered that they were satisfied
with the way EAVSC treated them. They claimed that EAVSC really helped them in
increasing their capability in English speaking skills and almost 100% agreed
that by doing all the communicative activities and oral presentations, they can
improve their listening and speaking proficiency. In the next survey on the
effectiveness of the teacher’s help, 95.12% of them declared that the teacher
was helpful in their learning process.
In overall, the role of ICT facility is a competent
tool and it does help as an intermediate medium between the teacher and the
students and it does help the researchers to keep data efficiently in a virtual
space. The changes in the roles of the teachers and students are obvious. The
students were no longer passive in class and the teachers were assisting the
students in their tasks in the language lab. Overall, this new teaching method
using CALL is a success.
Reference:
Zhihong Lu, L. H. (2010). A Research on a Student-Centered
Teaching Model in an ICT-based English Audio-Video Speaking Class. International
Journal of Education and Development using Information and Communication
Technology (IJEDICT) Vol.6 , 101-123. Retrieved March 10, 2013 from ijedict.dec.uwi.edu/include/getdoc.php?id=4253&article
LESSON PLAN
Lesson Plan for Speaking Skill using Computer Applications
Class/Level: Centre
for Foundation Studies students (KIRKHS)
Date:
13/3/2013
Time:
During the speaking class (80 minutes)
Proficiency level of students: Level
6 students
Theme: EPT
/ TOEFL
Topic:
TOEFL’s questions are similarly same as EPT’s.
Language skill: Speaking
General objective: To
enhance student’s vocabulary, pronunciation and speaking skills.
Specific objectives: At the
end of this lesson, students should be able:
To pronounce words correctly.
To improve student’s speaking
and communication skills.
To acquire new vocabularies.
Materials required for lesson:
TOEFL iBT Speaking Conqueror
Powerpoint slides for instructions
Evaluation:
Students' skill to speak up
their answers to the questions provided.
Students’ capability to
construct answers in a limited time.
Students’ skill to speak texts
with no major mistakes/errors.
Example of TOEFL iBT Speaking Conqueror
REFLECTION OF SUMMARY AND LESSON PLAN
In this modern 21st
Century, technology is vastly used. The young generation is the one that is most
compatible with the technology. They cannot be detached from the technology
even in a day. Thus, the use of computer in the Computer Assisted Language
Learning (CALL) is a brilliant way to attract the youngsters in learning and it
is an effective way of learning language as we can use the software and the
interactive programs that are already installed in the computer.
Generally, the research that we did
the summary on it above is an example of a good research done to investigate
the effectiveness of using an ICT-based English audio-video speaking class in
order to increase the students’ level of competence in English language. Their
method of experiment is logic and practical in reality by all institutions in
Malaysia. Thus, this method of teaching is applicable to all schools or higher
institution if they intend to practice this method.
In our opinion, it is somehow quite
nice if we can implement this way of teaching as majority of fresh graduates
from universities, be it government or private ones, cannot speak fluent
English. They may be good in other aspects of English like in reading and writing
but to speak, they are not that good. To get a better example, try to look at
students from rural areas. They are not so proficient in speaking English if
compared to students from urban areas. They are not used to speak English
unlike those students who live in big cities. Students originating from Kuala
Lumpur, for example, are fluent in expressing their thoughts in English and
they may not have any problems in speaking English simply because they are used
to it as they mingle with their friends who are just the same like them,
trained in speaking English since their early age. In the meantime, students
from rural areas, they did not have those chances. Maybe because of the lack of
awareness and when only minority of them used to speak English, they are not
getting a conducive environment to practice the language. However, if all educational institutions in Malaysia can use this method of English teaching, it would be a very good step towards the betterment of all. Insha Allah.
We also have learned how to create a lesson plan. Lesson plan is actually a
teacher’s thorough description of the course of instruction for an individual
lesson. We are instructed to make a lesson plan on how to teach speaking skills
to students using computer applications. In order to do this, we need to think
of the ways to introduce and teach the students of the new software that we
plan to employ. There are many advantages that we get from doing this project.
First and foremost, creating the lesson plan actually improves our knowledge as
well as skills in teaching since the need of lesson plan for a teacher is
actually of an utmost importance. Besides that, by creating the lesson plan, the
goal of our task can be outlined and organized. We also learn that in every
step or way of teaching, there is an objective that we have to achieve. Furthermore,
by having a lesson plan, a teacher can utilize all the time given in the class
productively and there will be no procrastination taken place.
In Islam, to
be organized and clean is very much liked by our Prophet Muhammad s.a.w.
Besides that, Islam also discourages us or dislikes people who procrastinate or
waste their time with useless things.
