Multimedia English Conversation Program

Carmen Boulter

Chienkuo Technology University

 ABSTRACT

Students around the world are becoming increasingly oriented to computers, to the Internet, and to multimedia tools for learning. As technology becomes more sophisticated and more accessible, this trend will only increase. At present, 8 million students in America take classes online. In the ROC alone, 70 universities and colleges have already set up distance-learning environments using Internet. Seventy-one percent of University students report using Internet for homework assignments (Chow and Ge, 2001). Research and development in the area of Computer Assisted Language Learning [CALL] is relevant and timely.It is the premise of this paper that the use of computers and Internet is a practical and effective trend for English acquisition. Students studying in the Department of Applied Foreign Languages at Chien Kuo Institute of Technology in the Multimedia English Conversation Program are improving their English conversation skills in an interactive, web-based environment. This paper will describe how English language ability can be improved through the use of a multimedia platform. It will also outline the strategies used in the program that stimulates English conversation. Internet searches can provide content for formal discussions. Task-oriented conversations that are generated between the students and the course instructor are also a subtle yet important aspect of the learning that occurs in the program.

Learning theory stipulates that students have individual learning styles. These are typically categorized as visual, auditory, and kinesthetic. Some students’ strengths lie in a combination of modalities. However, traditional classroom settings primarily facilitate the visual learner. The strength of multimedia language instruction is that it stimulates all learning modalities simultaneously.

At colleges, technical institutes, and universities in Taiwan, students are already proficient with computer platforms, operating systems, word processing, Power Point, and even web building, albeit in Chinese. These skills are invaluable and are rapidly transferable to English with minimal instruction. An old saying comes to mind: “If you can’t beat them, join them.” The underlying rationale here is that if students are already proficient in computers and oriented to technology, offering a key to English resources online opens the door to a wide world of learning potential. Internet is a powerful source of authentic material for students who are studying English.

Large class sizes are a challenging reality for teachers in Taiwan. In the Multimedia English Conversation Program, students form teams and work together for the duration of the semester.  Teams choose leaders and team names and each student creates an e-mail account specific to the program. Assignments are handed in electronically. Integrated into this program is the development of an extensive website http://cc.ctu.edu.tw/~toeflprep with pages showcasing the work of each team and introducing each student. Ongoing program development as well as testing the effectiveness of the program is in progress. 

LEARNING THEORY AND LANGUAGE ACQUISITION

In language learning, our challenge is to integrate and organize vast quantities of auditory and visual data and to decipher meaning from our known world. This happens in a gradual, sequential, and progressive manner. The acquisition of language is one of the most miraculous achievements of human development. This paper will examine what conditions promote the acquisition of language in a modern world as well as offering multimedia strategies for teaching in an electronic age.

The Tukano tribes of South America speak as many as twelve languages. Custom requires that they marry outside of their ancestry (Brown 1987:43). As a natural consequence, they acquire as many as a dozen languages in their life time. What fosters the magic of multilingual communication? Language development  indisputably exercises creative processing, a complex function of human consciousness.

LEARNING AS CONDITIONING

Late 19^th and 20^th century theorists argued that psychology was the study of invisible forces. Behavior, on the other hand, was measurable and could be directly observed. In 1859, Darwin’s Origin of the Species established a continuity between lower animals and human beings. By implication, connections were made between the animal mind and the human mind. Experimental psychology measured instinctual responses in animals, and drew conclusions for human behavior. Behaviorists concluded that all learning consisted of some form of conditioning. In other words, that which is rewarded is learned. Language was declared to be a function of associative learning and conditioning. Throughout the 1940’s and 1950’s, and since that time into the new millennium, second languages have been taught through drill and practice. Yet, when it comes to the complex collection of conditioned responses involved in language learning, imitation and reinforcement have been found to have a less significant role than was formerly thought (Brown 1987:48).

Focus on structure and form is not directly correlated to the acquisition of fluency. In 1978, Mc Laughlin pointed out that no real research [emphasis mine] was ever generated by behaviorists to look at child language use, let alone second-language learning. After all, first language acquisition is a natural occurrence in a contextual setting. Parents rarely ever correct their children’s grammatical errors, they respond to the inventive message the child is delivering with focused attention.

LEARNING AS PREDISPOSTION

The Nativist perspective presupposes that language is species-specific, genetically determined, and governed by biological mechanisms. Humans are innately social beings naturally able to differentiate speech sounds from other sounds. We seem to have a predisposition toward organizing language into a complex system of linguistic constructs. How is it that bilingual children are readily able to distinguish one language from another in terms of classifying vocabulary, grammar, idiomatic expressions, and varied intonations of speech?

In 1957, Chomsky’s introduced the notion of Universal Grammar Theory  in his book Syntactic Structures. He noticed that fixed features and syntactic categories like nouns and verbs were universal linguistic constructs worldwide. Despite the complexity of the formal study of linguistic universals, children are naturally able to learn the abstract rules of core grammar. The acquisition of grammar structures proceeds in a predictable order is not dependent on formal learning. This ability is heightened when they hear a language spoken by natives and are exposed to contextual data through culture and society.

LEARNING AS CONTEXT

An important distinction can be drawn between language acquisition, the subconscious process of integrating language, and learning, which is knowledge of the formalities of grammar and syntax.  There are only two types of learning. The first is rote learning which is arbitrary and verbatim. It is not integrated into the cognitive structure of the learner. Rote learning is exemplified in learning lists of vocabulary outside of a contextual framework.

 “Learning must be meaningful in order to be effective and permanent.” (Brown 1987:58)

Meaningful learning is relatable to what one already knows thus it can be easily integrated into one’s existing cognitive structure. Modern learning theory stipulates that learners go for meaning first. They look to associate with data from their known world. Language acquisition is enhanced when we are exposed to comprehensible, relevant input which is just beyond our current competence. Communication is successful through extralinguistic clues, that is to say, through body language, facial expression, and context. Fluency occurs when there is sufficient time, but it can not be taught directly.

Psychological factors also play a key role in successful language acquisition. According to Brown (1987:54), the student must be motivated, have confidence and self-esteem, and maintain a low level of anxiety. When students are anxious, it sets up a filter to their comprehension. Overemphasis on grades has perpetuated this problem and lowered the self-image of all-too-many English language learners.

The leap from teacher-centered teaching to learner-centered learning is a potential antidote to this problem. An optimal language acquisition program must be of adequate duration and strives for relevance. Material must be comprehensible, accessible, of sufficient quantity, and it must be delivered in an atmosphere that fosters encouragement.

In this model, error correction should be kept to a minimal when learning is the goal but is considered of no value when acquisition is the goal. Brown (1987:53) therefore recommends it should not be used in teaching conversation

LEARNING AS INTERACTION

While behaviorist theory states that learning results from something imposed from outside the learner, cognitive theory says that learning results from internal mental activity and that anything new that is learned is integrated into this structure. Jean Piaget’s view was that “all living creatures are born with an invariant tendency to organize experience.”

The Interactionist view recognizes the interaction of both internal and external factors. The learner must give their full attention. Through the integrated processes of  simplification, generalization, restructuring, and automization new information is synthesized. The existing knowledge is further integrated allowing for more sophisticated use of English. This is particularly relevant in second-language acquisition (SLA) as there is so much reliance on transferable skills.

LEARNING AS CONNECTION

Though adults can benefit from deductive presentations of grammar, we have come a long way from seeing language learning as a rule-based, mechanistic task. Connectionist models are emerging suggesting that knowledge is in the connections between and among simple processing units. The strength of connections is determined by the relative frequency of patterns and the affective context of the learning environment.

An important question is, what disposes an individual to becoming a ‘good learner’? Motivation, attitude, empathy, introversion, age, personality, stress level, and proficiency level, vary dramatically among students. Individuals have unique responses to their physical environment, the time of day, their degree of comfort, the amount of light, and so on. While most teachers agree that individual differences are important factors to consider, they are at a loss to be able to accommodate students one on one, particularly with the realities of class sizes readily apparent. Another way learners differ is their social preferences some oriented to learning alone and others more comfortable in small groups.

“SLA researchers may acknowledge the importance of such factors in the eventual attainment of advanced levels of proficiency or in approaches to specific tasks, but research on acquisition orders has tended to ignore individual differences or minimize their important. The conventional wisdom, it seems, has been that second-language acquisition theories should attempt to explain how “the learner” develops competence, as though learners were a relatively homogeneous lot. This assumption, however, is being challenged as more and more scholars recognize that differences among people might matter a great deal more than we had once thought.” (Brown, 1987:63-64)

Teachers need to consider the array of individual differences and use a multi-modality, interactive approach, appealing to all types of learner preferences. Teachers then function as architect and mediator providing structured guidance without imposing too much control. They are preparing not a teaching method but a teaching repertoire. They also help students become aware of their own learning strategies and learning preferences.

Learner-friendly environments are fostered when the teacher makes a concerted effort to deliver information that is relevant and meaningful to students and that encourages their creativity and independence. This, in turn, challenges students to take responsibility for their own learning, a skill essential to survival in the real world.

LEARNING MODALITIES

There are three basic learning modalities: visual, auditory, and kinesthetic. In tranditiona classroom, the teach speaks and the student listens. Students can be doninant in one or more learning modalities, each with differing orientations to learning.

The visual learner benefits from a visually appealing learning environment as well as color and sophisticated graphics. Most visual learners learn best alone. They benefit from being able to scan ahead and review material at their own pace. They love charts, maps, websites, films, videos, posters, flash cards, slide shows. They like to write things down or type things out. They may require verbal repetition of instructions.

The auditory learner like to work in group talking about material, reciting reading passages, and listening to others discuss material. They enjoy doing oral presentations and drama. They tend to like to work while listening to music. They like doing oral presentations and drama.

The kinesthetic learner needs to move around, touch textures, and fidget. They love dancing, sports, and interactive activities. They need to take frequent breaks and do not work well sitting at desks. They are perhaps the most compromised by traditional classroom settings.

NEUROLOGICAL FACTORS

Another matter worth considering in the discussion about the process of acquisition of language is that of lateralization, or the point at which the brain goes from functioning as a ‘whole’ to having two distinct hemispheres. Some theorists argue that the plasticity of the brain is limited and that there is a point at which we cannot fullyacquire a second language as a native would. This begs the question, when actually does lateralization into two separate hemispheres take place? And what is their function in language learning?

Studies show that lesions to the left hemisphere of the brain impair language functioning while lesions to the right hemisphere do not. This has led some researchers to conclude that language acquisition exists in the domain of the left hemisphere. Complex processes, such as creative thinking, occur through an interaction between the hemispheres of the brainacross the mid brain. Lateralization, then, is a gradual process beginning at infancy and ending at puberty. Its role in language acquisition is inconclusive and the question merits further research.

In addition to the three sensory modalities, there are two further distinctions that can be drawn when examinint learnging styles. Students are predominantly analytic thingers or global thinkers each with specific needs and orientations to learning.

Analytic thinkers are left brain dominant. They are intellectual, logical, and analytical. They like step-by-step instructions and structured information. They prefer quiet, formal environments and they respond well to words and numbers. They tend to need visual enforcement. They like to do one thing at a time. They hold their bodies still when they speak. They have a strong need to complete tasks that they begin. They are detail-oriented, and tend to see the parts rather than the whole.

Global thinkers are right brain dominant.  They are emotional, sensitive, have a high need for social interaction, and they enjoy doing several things at once. They learn best when information is presented with humor, emotion, or a personal story. They speak with their hands and they respond well to pictures. They see the whole instead of the parts and they are concerned about the ‘big’ picture.

Brain research will not resolve our issues with education. Traditional classrooms have worked best for analytical thinkers. It is noteworthy that studies seem to suggest that second language learners, particularly adult learners, might benefit from more encouragement of right-brain activity, or global thinking in the classroom context.

TECHNOLOGY IN EDUCATION

There is a worldwide impetus toward technology in education. Many teachers are not confident about using technology in their classrooms and training makes high demands on personal time. Ready or not, the e-Age is upon us. The focus on technology is a driving force in education in the new millennium.

The Ministry of Education (MOE) in Taiwan launched the Information Education Infrastructure Program in 1997. This ambitious blueprint for technology in education endeavored to set up computer classroom in every elementary and middle school with one PC per student. The MOE began by having every school on line, though it aims to have every classroom with direct access to the internet. The MOE is equally serious about teacher support and education. To date, an impressive 220,000 teachers have participated in various information technology workshops in Taiwan.

Other countries in Asia are keeping pace in bringing technology to the classroom. In Japan, Information and Communication Technology (ICT) is already infused into standard curriculum and it is a compulsory stand-alone course for all high school students. Not only is ICT seen as a practical skill playing an important role in society, it is also seen as a window to scientific understanding. In Korea, the adaptation of education in the information age aims to construct a social basis for self-directed learning and open education. In Singapore, the mandate for technology in education is as follows:

“The Masterplan is governed by four overarching goals: to enhance linkages between the school and the world around it, so as to expand and enrich the learning environment; to encourage creative thinking, life-long learning and social responsibility; to generate innovative processes in education and to promote administrative and management excellence in the education system.” (Looi 2001). 

LEARNING ENGLISH IN A MULTIMEDIA ENVIRONMENT

By using techology, we can simultaneously address the individual needs of students and keep pace with developments in education.While accommodating individual differences may be a daunting task, it is on the agenda for most educational programs. How can we support individual learning modalities in the second-language learning classroom? For most teachers, individualizing curriculum with 50 students per class and 2-6 classes per day evokes a frightening image of 100 variations on a lesson plan. Through the use of multimedia, we can attend to some of the needs of all our learners.

The Multimedia English Conversation Program at the Chien Kuo Institute of Technology is such a program. Four classes of 50 students meet three hours of classes per week over an 18-week semester. The program is monolingual and paperless. Students are grouped in teams of five, each have their own computer with a network connection to the internet. The program is multilingual and paperless and all assignments are handed in electronically. At the onset of the program, students divide themselves in to teams of five which they work with throughout the program. Students have the opportunity to converse with their team members and the course instructor and have ample informal conversations pertaining to the assigned tasks. Students also do formal presentations throughout the semester. On the website created especially for the program, each student has their own homepage featuring their Personal Profile, photo and English e-mail address set up for the program with links to their personal webpage if they are in English. Teams carve out their own identity on their Team Pages which features the collective work of the group. During presentations, students use drama, music, dance, fashion shows, and various role plays. Creativity flourishes, and some teams even create their own videos, Flash movies, and websites for their assignments.

Students engage in both structured assignments and creative, self-paced projects. Because they are already familiar with the computer environment in their mother-tongue, they engage quickly and transferable skills readily integrate. What is totally foreign at the beginning of the program is soon a comfort zone with a world of resources becoming instantly accessible.

CONCLUSION

Over time, teachers will clarify their own beliefs about teaching in a multimedia environment and become more familiar with the world of resources available through technology. With over 24,000 ESL websites currently accessible, all teachers can benefit from lesson plans, research articles, and teaching materials which can be downloaded and shared. Perhaps the tables have turned and, in the e-Age, it is teachers who will be learning from their students. Once we accept this fact, we can embark upon a marvelous and fulfilling journey of co-creativity in education.

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