Abstract
Technology is changing at an unprecedented rate, and without the proper machinery in place, one stands the risk of being left behind. Previously called computer-assisted language learning, it has been replaced with the familiar terms such as e-learning and the learning management system (LMS). To what extent do ESL teachers need to be involved in technology to accomplish our classroom goals? How can we design a program with instructional materials and activities that make learning goals achievable by individuals with a wide range of speaking abilities? This paper presents the benefits and challenges that face both teacher-assisted language learning (TALL) and technology-assisted language learning (tall). It will demonstrate the effectiveness of teacher-assisted instruction through the use of mind mapping. Mind mapping requires direct conversation patterns for active and meaningful student participation. The role of the teacher is to promote active student engagement　to make class fun, enjoyable and meaningful. E-learning, on the other hand, involves use of network technologies to create, foster, deliver and facilitate learning anytime and anywhere. Several virtual learning environments have been created to deliver partial or full online instruction. The presenter will demonstrate an e-learning technique that has been found to accomplish this goal. Are TALL and tall separate and distinct entities? How do they facilitate exchanges between student-teacher & student-student? How can these modes of instruction be combined to facilitate active and meaningful student participation. Can we meaningfully integrate both modes of instruction to design a truly effective and challenging program for communicative competence?
Author Information
Cecilia Ikeguchi, Tsukuba Gakuin University, Japan
Paper Information
Conference: ACLL2017
Stream: Language education
This paper is part of the ACLL2017 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
Comments
Powered by WP LinkPress