CALL MIPRO 2004 Sanja Seljan Norbert G Berger

CALL, MIPRO 2004 Sanja Seljan, Norbert G. Berger, Zdravko Dovedan Opatija, 27. 5. 2004

CALL MIPRO 2004

Objectives

Partners

Method

Related TEMPUS Activities

Background

Development of CALL 3 approaches: Behaviourist: audio-lingual method (pattern drilling) Communicative approach, functions and notions (computer provides practice materials and feedback, resources and for communication and communication tool)

Development of CALL (continued) Integrative CALL: hypermedia and multimedia (facilitating e-learning and distance studies)

CALL and the Internet Host of materials for language learning • authentic content from target language culture • specifically designed materials for Language Learning Effects: + ability to participate in real communication - problems of selecting, financing and training A method or a medium? (Moras 2001) Effective use based on pedagogical requirements (Warschauer and Whittaker (1997)

Guidelines for teachers 1. Consider goals 2. Think integration 3. Don't underestimate complexity 4. Provide support 5. Involve students in decisions

CALL Projects

e. g. Melbourne Australia • Project-Oriented Computer-Assisted Language Learning Project • Integrating Multimedia Tools into Project-driven Foreign Language Learning 4 -step approach integrating computers

Faculty of Philosophy, Zagreb • post-graduates in "Glotodidactics" (3 years) • 4 th-year undergraduates in "Machine Translation" introduction to Internet search and evaluation criteria courseware CD-ROMs for self-study (Learn to speak French/English, pre-school packs, Neurotrans, Auralog) Websites for Croatian learners of other languages: http: //travlang. com/languages/ http: //skeravec. chez. tiscali. fr Dictionary sites: World Translator, Xanadu Online Education sites on major search engines, and Education Resources Website (http: //www. edufind. com)

Universities of Exeter/Graz Academic and Business English http: //www. ngberger. com Academic lectures in English (for students on pre-sessional courses, students abroad and teacher training courses) Academic writing courses: IELTS preparation and writing feedback with linked exercises Academic communication: presentation and seminar skills: e. g. video analysis Academic reading: skimming, scanning, intensive reading, note-taking skills, distinguishing facts and opinions, identifying evidence and supporting ideas Cross-cultural awareness and communication skills training Business English skills and company training

Student reactions

qualitative evaluation learning logs (on http: //www. ngberger. com)

quantitative evaluation surveys and questionnaires (e. g. on Moodles site: http: //bslso 108. kfunigraz. ac. at)

Implications of CALL

for teachers roles of lecturers / tutors / academics are changing (Wheeler, M. and Marshall, J. 1986) traditional trainer roles of directing and interpreting are superseded by coaching and facilitating

for students Dublin Descriptors see http: //www. jointquality. org Students are trained to become more independent learners. Not reproducing things learned by heart but being able to communicate ·"information, ideas, problems and solutions to both specialist and non-specialist audiences (Bachelor level) ·conclusions, knowledge and rationale underpinning these to specialist and non- specialist audiences clearly and unambiguously (Master level)"

For students (continued) Besides they have developed · "those skills that are necessary for them to continue further study with a high degree of autonomy (Bachelor level) · the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous (Master level)" Students using computers have been found to spend more time studying and achieve significant, above average progress (Exeter, pre-sessional 2003, Graz, ABE: IELTS)

pedagogical requirements of hypermedia and networks for integrated and constructivist learning: • do knowledge and learning objects and course management systems / virtual learning environments meet the needs of educators and students? • can hypermedia and networks replace the traditional class-room altogether or will blended learning solutions prevail?

Outlook

challenges • TEMPUS English training for lecturers • more courses and co-operations • excellence in niche disciplines

TEMPUS English training for lecturers planned for this summer: 2 -week course English for EAP in future with lecturers from other universities

more courses and cooperations joint classes for students from different universities / faculties / nations

excellence in niche disciplines Specialisation can create competitive advantages

risks • competition • brain drain • dominance of English language

competition major players in education dominate funding and attract the cream of the crop

CALL MIPRO 2004