l2 learners’ stories evidence from language exchange communities as an autonomous learning tool

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L2 Learners’ stories: Evidence from language exchange communities as an autonomous learning tool Cem BALÇIKANLI Gazi University English Language Teaching Department E-mail: [email protected] English as an International Language Conference, İzmir - 2009

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L2 Learners’ stories: Evidence from language exchange communities as an autonomous learning tool

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Page 1: L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool

L2 Learners’ stories: Evidence from language

exchange communities as an autonomous learning tool

Cem BALÇIKANLI

Gazi University

English Language Teaching Department

E-mail: [email protected]

English as an International Language Conference,

İzmir - 2009

Page 2: L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool

Outline

1* web technologies in language learning

2* language exchange communities- how they work?

3* study

4* conclusions

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Page 3: L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool

One way

Exclusive

Web designer

Static

In the hands of few

WEB 1.0

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Page 4: L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool

Social networks

CollaborationCo-creation

Shared controlMy Web

WEB 2.0

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Page 5: L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool

Today’s students are Digital Natives (Marc Prensky, 2001)

•Visual learners•Multi-taskers•Short attention spans•Use technology to express

themselves • Information analysts•Content producers•Real-time learners -

instant messages.

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Page 6: L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool

Examples of Web 2.0 Technologies

Page 7: L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool

New technologies (self-access multimedia

facilities, for instance) provide the practical

means whereby learners can take a more

active part in decisions involved in learning.

Raya, M. K. & Fernandez, J. M. P. (2002). Learner Autonomy and New Technologies. Educational Media

International.39 (1) 61-68

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Page 8: L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool

language exchange communities

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Worldia

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Page 13: L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool

The english language institute, in the University of Florida

five international students learning english

Mixxer, Worldia interview

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Page 15: L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool

Is it easy to use?

Is it interesting?  Why? 

Is it good for English practice?  How?

How does it contribute to your independent

skills?

What other special features does it have?

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Page 16: L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool

Extracts from students

… it keeps me alert in English.

…you can only learn some in class, so tools outside the classroom are important.

…thanks to this, I feel I have developed more awareness for my learning.

… it is very good for English practice.

… I feel less nervous when I practice English with it.

… it is essential in a way that it increases contact with language

…it is very motivating to use it.

… I can practice English in a way that I want.

…the potential use for language learning is great as it helps foster learner autonomy.

… I can learn daily expressions through this website.

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Page 17: L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool

Language awareness

Learner independence

Less threatened atmosphere

Learner interaction

Authentic Language Exposure

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THANK YOU